This article continues to challenge the robust myth that mathematical smartness is exemplified in individuals who consistently complete mathematics problems quickly and accurately. In so doing, I present a set of counterstories from three students in one ninth-grade Algebra 1 classroom. These students described transformative experiences in their perceptions of mathematical smartness. Analysis of interviews revealed four themes about their perceptions of mathematical smartness, including: (1) consistently and unapologetically affording time and space to value multiple solution strategies, (2) belief in mathematical justification and explanation as the goal for demonstrating mastery of mathematical content, (3) valuing mathematically valid ideas from all class members, and (4) valuing collaborative problem solving as a way to help group members, distribute mathematical knowledge and orient students toward learning with one another. I found that their interpretations of mathematical smartness are counter to the still-dominant myths around speed and accuracy. While the four themes that emerged have been previously studied in the frame of teacher practices, this research provides needed additional empirical evidence of students' voices describing what mathematical smartness can and should look like.

This chapter illustrates the complex web of increasingly authentic experiences in a teacher preparation program. In particular, the chapter focuses on how guiding design principles inform signature pedagogies that extend teacher candidates' experiences beyond the coursework and fieldwork experiences in which pre-service candidates typically engage. These signature pedagogies-disciplinary practices, video club, rehearsals, live actor simulations, and residencies-are shaped by the guiding principles of attention to a novice teacher developmental trajectory, commitments to learning in and through practice, and attention to equity and access to learning opportunities in educational contexts. The chapter

In this article, the author provides insight into the pedagogical processes for delegating mathematical authority to students, through the use of specific classroom structures, as a means to strive toward equity. Employing qualitative methods, the author analyzes transcripts of classroom video, along with field notes and teacher and student interviews, collected during one semester of the participating teacher's Algebra I course. The author addresses how the teacher's practice was striving toward equity through the use of classroom structures that delegated mathematical authority to students. Analyses revealed that the teacher delegated mathematical authority through the use of student presentations, Shuffle Quizzes, and Participation Quizzes. Each instance featured was chosen to highlight a different facet of the ways in which delegating authority repositioned students as competent sense-makers.