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This paper is an examination of the way mathematics, and STEM, arises through stories of teaching and learning on, with, and alongside "Land." It emerges from research, undertaken in different Nations (Cree, Dene, Métis, Mi'kmaw, Naskapi, Canada), that considers what locally meaningful K-12 STEM teaching and learning might look like in Indigenous contexts. The paper reflects our research process. Each story is followed by a conversation that surfaces elements of how mathematics, language, learning, and different ways of knowing, being, and doing circulate together and emerge in relation to "Land" and all relations living within it. We frame the work in ethical relationality to open a space where Indigenous and Western knowledges might co-exist, attending to ongoing tensions in the work between ways of knowing, being, and doing of different people and peoples/nations, between perspectives and experiences of indigenous and non-indigenous participants, between languages, while still creating spaces where we might move closer together through iterative processes of collective learning. This exploration provides insight into how and when we might remember that mathematics has spirit, how quantity and pattern live in various contexts, when numbers might be inadequate for a context, and how all these ideas can meaningfully inform mathematics teaching and learning via relationships between language, mathematics and learners. We seek a mathematics that resists abstraction as extraction and instead lives and enspirits teaching and learning through relationships.

Positioned within Indigenous and ecological discourses, our paper reconsiders human-centered relationships with earth and activities such as STEM that view earth as commodity, resource, and platform. In doing so, we turn to the ways earth (e.g., rivers, forests, animals) teaches mathematics education for "STEM as place" and reveals intelligences that exceed those of humankind. Using examples of place and land, we illustrate how such a conception contrasts with current calls and goals for STEM and integrated STEM education. We contend that comprehending "STEM as place" renews potential for success to be defined "as the continuity of life"; that is, all that concerns the natural world, including human wellbeing in general, and in particular mathematics and mathematics education. To conclude, we propose research directions to study mathematical ways of being, mathematics, and mathematics education for "STEM as place." We include possible implications and pathways for such work which prompts (re)visioning and (re)enacting mathematics education to be for "STEM as place."

The growing interest of educational researchers in computational thinking (CT) has led to an expanding literature on assessments of CT skills and attitudes. However, few studies have examined whether CT attitudes influence CT skills. The present study examines the relationship between CT attitudes and CT skills for preservice teachers (PSTs). The Callysto CT test (CCTt) for Teachers was administered to n = 105 PSTs to measure their CT attitudes and skills. Structural equation modeling was used to examine the relationship of participants' CT and problem-solving skills with their attitudes toward CT, technology, coding, and data. Findings revealed that CT attitudes predicted CT skills and provided the first step in exploring the validity and reliability of the CCTt instrument.

This paper explores the perspectives of mathematics teacher leaders (MTLs) on teacher-led professional learning (TLPL). Shaped by notions of symbolic interactionism, the study employed a multisite case study design. Empirical data were collected through in-depth interviews. The study revealed the practice of TLPL influential in facilitating teacher participation and engagement in learning; encouraging long-term teacher collaboration and interaction; inviting integration of teaching experiences; inviting contextualization of professional learning; and more importantly, in promoting sustainability of professional learning of mathematics teachers. A significant implication of this study is that the education system of Tanzania needs to encourage and empower mathematics teachers to become teacher leaders for them to be able to lead and support the professional learning of mathematics teachers within their schools.

Current conceptions of STEM focus on the Western views of distinct academic disciplines--sciences, technologies, engineering, and mathematics. There are national and international initiatives aimed at increasing workforce and postsecondary participation in STEM-related fields, including individuals in under-represented groups. While the emphases of these initiatives are clear, further consideration regarding the meaning and purpose of STEM is necessary. From our indigenous and ecological perspectives, limited questioning around STEM not only marginalizes other cultural forms of knowing--especially those which are connected to the environment--but also denies the potential for other cultural forms of knowing to contribute to the development and advancement of STEM. We are particularly interested in how STEM might be re-imagined within indigenous and ecological perspectives; what alternative meanings of STEM are enabled; and in light of these, what other purposes are possible for STEM? In this paper, we consider other cultural forms of knowing, specifically those forms of knowing deeply connected to the environment, to explore how such practices enable a re-imagining of STEM. Focusing on living landscapes, topography, architecture, and algo-rhythms, we engage the reader to play with these ideas, question taken for granted meanings of STEM, and re-imagine STEM within ecological and indigenous perspectives.

This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and the community and included interviews, focus groups, and observations. This paper describes the role of community leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers' innovations in professional development, that improved teaching and learning in mathematics and contributed to the observed promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities which may contribute to school improvement.

Prior to the 2016 Canadian Mathematics Education Study Group/Groupe Canadien D'étude En Didactique Des Mathématiques (CMESG/GCEDM) meeting at Queen's University in Kingston a Pre-Conference session was organised to discuss the theme of "Challenges and opportunities related to linguistic and cultural diversity in research and publishing / Défis et opportunités de la diversité linguistique et culturelle dans la recherche et sa publication." The following communications are based on, or somehow inspired by, the presentations of the four panelists. This article includes the following: (1) Challenges and opportunities for publishing in mathematics education: the personal viewpoint of a francophone researcher (France Caron); (2) Reflections on the FLM preconference (Osnat Fellus and Florence Glanfield; (3) Visible and invisible diversity in academic publishing (Mamokgethi Setati Phakeng); and (4) Défis and opportunities of la diversité (linguistic) in publication (Jean-Francois Maheux).

Aims: To determine what extent are workplace empowerment, New Graduate Nurses' (NGN) perceptions of nurse leaders, trust in management, and areas of worklife predict coworker incivility experiences? Background: NGNs' perceptions of nursing leaderships' control over workload contribute to coworker incivility experiences were tested. The relationship between workplace empowerment, authentic leadership, and areas of work life (workload control and fair resource allocation) to coworker incivility experiences were examined. Design: Secondary analysis of Starting Out, national survey, Time 1 dataset. Select factors of workplace empowerment, authentic leadership, areas of worklife, trust in management and NGNs' co- worker incivility experiences were situated within an ecological approach. Multiple linear regression was used to test whether a negative relationship of workplace empowerment, areas of worklife and authentic leadership to NGNs co-worker incivility experiences and important new findings were discovered. Results: First, NGNs' perceptions of workplace empowerment predict coworker incivility experiences when controlling for authentic leadership and trust in management. Second, NGNs' perceptions of areas of worklife predict coworker incivility experiences when controlling for authentic leadership, trust in management, and workplace empowerment. Third, NGNs' perceptions of authentic leadership do not predict coworker incivility experiences when controlling for workplace empowerment and trust in management. Finally, NGNs' perceptions of authentic leadership do predict coworker incivility experiences when trust in management and workplace empowerment are not controlled. Conclusions: NGNs' perceptions of authentic leadership would benefit from workplace empowerment of the nurse leader in workplace environments to mitigate coworker incivility experiences. [ABSTRACT FROM AUTHOR]

The article focuses on the interpretation of classroom communication involving explanation of mathematical concepts. It states that in ninth grade mathematics class development of understanding of concepts of mathematics takes place by the interaction of student with the teacher. It mentions that several studies have demonstrated the importance of explanation in mathematics and they are directly related to achievement of students.