From the Editors
Vol. 14, No. 1 Winter 2023
This issue reaches you just a few months before our TODOS 2023 conference. We hope that many of you will attend what will be a great event to engage in critical conversations centered on the TODOS mission as well as a great opportunity to build community. Check out the information on the conference at: https://www.todos-math.org/conference.
This issue is also the first one for our most recent addition to the team of editors, Eugenia Vomvoridi-Ivanovic. We are very fortunate to have her join our journal because of her expertise in mathematics teacher education with a focus on social justice and culturally responsive teaching practices. As we write this editorial, we are also in the process of transitioning to an Open Journal Systems (OJS). This will enhance the management of many aspects of the journal, including communication with authors and reviewers. We are excited at having TEEM join the growing family of journals that use OJS. Check it out at: https://journals.charlotte.edu/teem.
As always, we encourage you to consider submitting an article to TEEM. If you have an idea and are not sure if or how it may fit, please contact us ([email protected]) and we will be happy to discuss it with you! We are especially interested in articles written by or with classroom teachers. Also email us if you have an idea for a special issue. Keep in mind the guidelines and scope for TEEM (http://bit.ly/3XHdDWH or http://bit.ly/3jbNIY0) and the TODOS mission (https://www.todos-math.org/mission-goals).
We hope you will enjoy the variety of articles in this issue. There are three peer-reviewed articles, including the first TEEM article published in Spanish (by Bradly Rivera-Muñiz). Our call for papers has long included both English and Spanish as acceptable languages for submissions and we look forward to receiving more future submissions in Spanish. This issue also has an invited article by Brandie Waid and a poem by our own Associate Editor Lawrence M. Lesser.
“Equidad, Diversidad y Matemática Crítica” (Equity, Diversity, and Critical Mathematics) is a theoretical article, in which Bradly Rivera-Muñiz proposes a model for integrating critical mathematics in the classroom. The author discusses how this model can serve as a framework for future research and development related to promoting equitable access to mathematics.
In “Flags of Latin America: Culturally Relevant Learning Experiences With Technology to Enhance Geometry and Algebra Concepts,” Kelly Wamser Ramijan discusses ways in which flags from various Latin American countries may be used as a springboard for implementing culturally relevant mathematics learning experiences. The mathematics activities presented build connections between geometry and algebra concepts, incorporate the use of technology, and encourage dialog about different cultures.
In “No le enseñes sobre los ELs: Infusing language into professional development and mathematics,” Vanessa Mari and Rachel Bower describe their approach to professional development of secondary teachers working with multilingual students in their classrooms. The authors outline how to build teachers’ language awareness by engaging the teachers in three domains of language use – teacher domain, analyst domain, and user domain.
In the invited piece, “What does 2SLGBTQIA+ Identity and Other Non-Normative Identities Have to Do With Mathematics Teaching and Learning?,” Brandie Waid argues for the need and urgency to consider queer and transgender identity in mathematics education. The author presents a framework of four trauma-informed priorities and illustrates how these priorities can be implemented in the teaching of mathematics. This article is based on a TODOS Live! Webinar held this past fall, archived at https://vimeo.com/761876288.
As editors, we are extremely grateful for the dedication and expertise of all our reviewers and authors. We are also very appreciative of the excellent editorial support provided by Associate Editor Lawrence M. Lesser and Layout Editor Susie W. Håkansson. TEEM gratefully acknowledges the support of all the leaders in our sponsoring organization, TODOS: Mathematics for ALL. We hope TEEM continues to serve the TODOS membership and that this issue serves as a resource for the community and a source of inspiration for future contributions to the journal.
Marta Civil, Anthony Fernandes, Ksenija Simic-Muller, M. Alejandra Sorto, and Eugenia Vomvoridi-Ivanovic
