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Implicit bias is something we have all experienced or even inadvertently perpetuated. In teaching, the implicit bias, automatic thoughts, views, or judgments we may have about students can deprive them of opportunities and learning experiences. Implicit bias develops over a lifetime and is described as attitudes or stereotypes that affect our judgements or assessments of others […]

As we reflect on the past three years that embroiled Americans in a pandemic, which highlighted educational inequities and social justice issues, two looming questions arise. How will we utilize the lessons learned and our new awareness of individual and communal perseverance and resilience? Will we employ these lessons and new awareness to frame and […]

Every math and science teacher of a certain age has seen it, probably multiple times. Many of us have shown it in our classes. It’s the scene from the movie Contact (Zemeckis, 1997) where the character played by Jodie Foster first hears from the aliens. It’s exciting, dramatic—the pulsing noise from space pushing through the […]

Struggle is a regular part of mathematics class: students struggle to get started, to carry out a process, to express misconceptions and errors, and with “uncertainty in explaining and sense-making” (Warshauer, 2015, p. 385). We have been investigating the struggles of prospective mathematics teachers (PTs) in a middle school methods course (Kamlue & Van Zoest, […]

Although it is perhaps a bit peculiar to apply Shakespeare to physics teaching career contemplations, the notoriously misinterpreted question of “Wherefore art thou?” begs us to look for answers in our students. We believe it is vital to scrutinize the “wherefores” of successful physics teachers, in both the classic meaning (why teach physics?) and the […]