Tracy Weston

Assistant Professor of Education Studies

 
 work(802) 443-5846
 Twilight Hall 109

Twitter: @tracywstn   #MiddTeachers

I'm a mathematics teacher educator who studies mathematical knowledge in teaching, teacher noticing, and pre-service teacher education. Come talk with me about our licensure program--now a double major!

I hold a PhD in mathematics education from the University of North Carolina at Chapel Hill. My dissertation, Elementary preservice teachers' mathematical knowledge for teaching: Using situated case studies and educative experiences to examine and improve the development of MKT in teacher education, studied preservice teachers' development of mathematical knowledge for teaching (MKT) over their final year in a university-based teacher education program. This study was also grounded in Dewey's (1904, 1916) work on educative experiences and considered what experiences in teacher education were educative. In order to analyze mathematics teaching, I developed a new protocol for coding elementary preservice teachers' mathematics instruction by extending Tim Rowland et al.'s (2009) Knowledge Quartet framework. 

After completing my Ph.D. I was a Visiting Scholar at the University of Cambridge, where I participated in the PGCE course and, along with Tim Rowland, co-led an international project to develop a Knowledge Quartet resource for researchers interested in using the framework in their work.  You can read about that work in Weston (2013, reference below) and also  at www.knowledgequartet.org. I continue to participate on this international team and use the Knowledge Quartet as a researcher and teacher educator, as I find it an excellent way to identify, learn, plan, and reflect on essential components of quality mathematics instruction (K-16).    

My Master's Thesis, "Can you borrow from an already borrowed number?", Insights into second graders' understanding of place value, conducted task-based interviews to gain insights into students' knowledge of place value and its application in solving two- and three-digit addition and subtraction problems. If that doesn't sound very complicated, watch this video (and then take EDST 0307).

I completed my undergraduate work at Penn State, where I participated in their award-winning Professional Development School.  Following the completion of my B.S. degree, I taught first grade in Pennsylvania and then in North Carolina. I especially loved teaching mathematics and supporting the development of children's mathematical ideas. 

Here at Middlebury I oversee the elementary licensure program, and I teach the elementary "methods" courses, the student teaching seminar, and a new course in Environmental Education (EDST 0206).

I'd love to talk with you about our licensure program (now a double major!). We have a fabulous group of student teachers in both the elementary and secondary programs and do interesting work with local teachers and schools.  Find us on Twitter using #MiddTeachers, and I'm @tracywstn 

I'm also the proud "Vermom" of the NY 17 Posse and enjoy nordic skiing, hiking, and being in the woods and mountains.

Selected Publications:

Weston, T. L. (2019). Improving coherence in teacher education: Features of a field-based methods course partnership. In T. E. Hodges & A. C. Baum (Eds.), Handbook of research on field-based teacher education (pp. 166–191). Hershey, PA: IGI Global.

Weston, T.L., Kosko, K.W., Amador, J.A., & Estapa, A.T. (2018). Preservice teachers' questioning: Comparing platforms for practice-based teacher education. Journal of Technology and Teacher Education, 26(1), 149-172.

Weston, T. L. (2018). Using the Knowledge Quartet to support prospective teacher development during methods coursework. In S.E. Kastberg, A.M. Tyminski, A.E. Lischka & W.B. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (pp.69-83). Charlotte, NC: Information Age Publishing.

Virmani, R., Taylor, M.W., Rumsey, C. with Box, T., . . . Weston, T. & Woods, D.  (2018).  Bringing mathematics methods into classrooms. In S.E. Kastberg, A.M. Tyminski, A.E. Lischka & W.B. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (pp. 233-248). Charlotte, NC: Information Age Publishing.

Estapa, A., Amador, J., Kosko, K., Weston, T., de Araujo, Z, & Aming-Attai, R. (2018). Preservice teachers' articulated noticing through pedagogies of practice. Journal of Mathematics Teacher Education, 21(4), 387-415.

Amador, J.M., Estapa, A., de Araujo, Z., Kosko, K.W. & Weston, T.L. (2017).  Eliciting and analyzing preservice teachers’ mathematical noticing. Mathematics Teacher Educator, 5(2), 158-177

Amador, J., Weston, T., Estapa, A., Kosko, K., & de Araujo, Z. (2016).  Animations as a transformational approximation of practice to communicate professional noticing.  Journal of Technology and Teacher Education, 24(2), 127-151.

de Araujo, Z., Amador, J., Estapa, A., Weston, T., Aming-Attai, R. & Kosko, K. (2015).  Animating preservice teachers’ noticing. Mathematics Teacher Education and Development, 17(2), 25-44.

Weston, T.L. & Henderson, S.C. (2015). Coherent experiences: The new missing paradigm in teacher education. Educational Forum, 79(3), 321-335.

Weston, T.L. (2013). Using the Knowledge Quartet to quantify mathematical knowledge in teaching: The development of a protocol for initial teacher education. Research in Mathematics Education, 15(3).

Weston, T.L., Kleve, B., & Rowland, T. (2012). Developing an online coding manual for The Knowledge Quartet: An international project. Proceedings of the British Society for Research into Learning Mathematics, 32(3), 179-184.

Selected Presentations:

Estapa, A., Weston, T., & Amador, J. (2019, February). Preservice teachers’ decision making: What happens when the answer is wrong? Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Orlando, FL.

Weston, T. & Amador, J. (2018, July). Teacher questioning: Comparing multi-media platforms for initial teacher education. Presented at the annual meeting of the International Group for the Psychology of Mathematics Education (PME), Umea, Sweden.

Weston, T., Johnston, C., & Canavan, C. (2018, March). Towards a more just, compassionate, and equitable society: A methods course partnership to develop Next Gen teacher candidates. Presented at the annual meeting of the National Association for Professional Development Schools (NAPDS), Jacksonville, FL.

Weston, T., Kosko, K., Amador, J. & Estapa, A. (2018, February). Comparing multi-media platforms: Approximating practice & aligning instruction. Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Houston, TX.

Amador, J., Estapa, A., Kosko, K. & Weston, T. (2018, February). Extending noticing to practice: Analyzing preservice teachers’ pedagogical enactment based on the professional noticing framework. Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Houston, TX.

Kosko, K. W., Weston, T. L., Estapa, A., & Amador, J. (2017, April). Preservice teachers’ approximations of questioning. Roundtable presented at the 2017 annual meeting for the American Educational Research Association (AERA, Division K), San Antonio, TX.

Amador, J., Estapa, A., Weston, T. & Kosko, K. (2016, November). Communicating professional noticing through animations as a transformational approximation of practice. Paper presented at the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ.

Weston, T.L. (2016, July). Developing knowledge of representations in initial teacher education. Poster presented at the 13th International Congress on Mathematics Education (ICME). Hamburg, Germany.

Weston, T.L., Kasteberg, S.L. (2016, January). Exploring frameworks: Building our practice. Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Irvine, CA.

Amador, J., Estapa, A., Weston, T. (2016, January). Mathematical Nature of Preservice Teacher Noticing Through Video Animations as an Appoximation of Practice. Presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Irvine, CA.

Weston, T.L. (2015, October). Guided teaching within a methods course. Poster presented at the NSF-funded Scholarly Inquiry and Practices Conference for Mathematics Education Methods, Atlanta, GA.

Estapa, A., Amador, J., de Araujo, Z., Weston, T., & Aming-Attai, R. (2015, April). Noticing transfer across mediums for future elementary teachers.  Presented at the National Council of Teachers of Mathematics Annual Research Conference (NCTM), Boston, MA.

Amador, J., Estapa, A., Weston, T., de Araujo, Z., Kosko, K., & Aming-Attai, R. (2015, February). Noticing exposed through preservice teachers’ video animations. Presented at the Annual Meeting of the Association of Mathematics Teacher Educators (AMTE), Orlando, FL.

Weston, T. L. & Henderson, S.C. (2014, April). Coherent experiences: The new ‘missing paradigm’ in teacher education. Poster presented at the annual meeting of the American Educational Research Association (AERA), Philadelphia, PA.

Henderson, S.C.  & Weston, T. L. (2014, April). Uncovering a problem of practice:Supervisors’ field observations of preservice teachers’ approximations of practice. Paper presented at the annual meeting of the American Educational Research Association (AERA), Philadelphia, PA.

Estapa, A., Amador, J., Kosko, K, de Araujo, Z., Weston, T. & Aming-Attai, R. (2014, February). Noticing in action: An animated look into the noticing of future elementary teachers. Poster presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE), Irvine, CA.

Weston, T. L. (April, 2013).  The Knowledge Quartet researcher coding manual, an international project. Presentation at the annual meeting of the National Council of Teachers of Mathematics Research Presession (NCTM), Denver, CO.

Weston, T. L. & Henderson, S. C. (February, 2013).  The iterative development of a cross-content, practice-based methods course. Presentation at the annual meeting of the Professional Development Schools National (NAPDS), New Orleans, LA.

Weston, T., Rowland, T. (November, 2012).  Developing an online coding manual for the Knowledge Quartet: An international project.  Presentation at the joint meeting of the British Society for Research into Learning Mathematics and Nordic Society for Research in Mathematics Education (BSRLM/NoRME), University of Cambridge, UK. 

 

Program in Education Studies

Twilight Hall
50 Franklin Street
Middlebury College
Middlebury, VT 05753

fax 802.443.6010