Teaching Math Teaching Podcast · Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe

Episode 78: Carlos LópezLeiva: Responsive and Inclusive Math Teacher Education to Foster Responsive and Inclusive Math Teachers

·46 min·4 clips

Carlos LópezLeiva explores how identity shapes bilingual students' experiences in mathematics education.

Carlos LópezLeiva, an Associate Professor at the University of New Mexico, joins hosts Joel Amidon and Dusty Jones on the Teaching Math Teaching Podcast. The conversation centers on responsive and inclusive mathematics education, particularly for bilingual learners. LópezLeiva's expertise lies in the identity development of Latinas, Latinos, and Hispanics as doers of mathematics. The discussion explores the social dimensions of teaching and learning math in diverse environments. LópezLeiva references his collaborative work with a teacher named Enrico in Chicago. He highlights the importance of educators making commitments, like Joel traveling to Chicago to plan lessons. A core topic is viewing students as legitimate participants and authors of mathematical ideas. The episode examines how language and culture are integral to mathematical reasoning and problem-solving. LópezLeiva argues for moving beyond a deficit perspective of bilingual students. He emphasizes creating classrooms where students' linguistic and cultural resources are valued assets. One key insight is that mathematical identity is shaped through social interaction and recognition. LópezLeiva suggests that traditional instruction often overlooks the rich intellectual resources students bring from their communities. He posits that responsive teaching requires listening to and building upon students' own mathematical narratives. The episode challenges the notion that mathematical proficiency is separate from a student's cultural and linguistic identity. A memorable point is the power of collaborative teacher planning, as exemplified by the work with Enrico. LópezLeiva implies that deep educational change happens through sustained, relational partnerships. The tone is conversational, reflective, and grounded in personal professional experiences. The style is educational, focusing on pedagogical philosophy and practical implications for teacher educators. This episode would deeply appeal to mathematics teacher educators and those focused on equity and bilingual education. Listeners seeking only technical instructional strategies or curriculum reviews might find the discussion too theoretical.

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