Promoting equity in mathematics teacher preparation

A framework for advancing teacher learning of children's multiple mathematics knowledge bases

Erin E Turner, Corey Drake, Amy Roth McDuffie, Julia Aguirre, Tonya Gau Bartell, Mary Q. Foote

Research output: Contribution to journalArticle

38 Citations (Scopus)

Abstract

Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural, linguistic, and community-based knowledge. This article presents a conjectured learning trajectory for prospective teachers' (PSTs') development related to integrating children's multiple mathematical knowledge bases (i. e., the understandings and experiences that have the potential to shape and support children's mathematics learning-including children's mathematical thinking, and children's cultural, home, and community-based knowledge), in mathematics instruction. Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources included beginning and end-of-semester surveys, interviews, and PSTs' written work. Our conjectured learning trajectory can serve as a tool for mathematics teacher educators and researchers as they focus on PSTs' development of equitable mathematics instruction.

Original languageEnglish (US)
Pages (from-to)67-82
Number of pages16
JournalJournal of Mathematics Teacher Education
Volume15
Issue number1
DOIs
StatePublished - Feb 2012

Fingerprint

Equity
Knowledge Base
Preparation
equity
mathematics
Prospective Teachers
teacher
learning
mathematics instruction
Trajectory
disposition
community
semester
Children
Learning
Framework
educator
linguistics
classroom
university

Keywords

  • Children's mathematical thinking
  • Culturally relevant mathematics
  • Diversity
  • Elementary mathematics education
  • Equity
  • Prospective mathematics teacher education

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

Promoting equity in mathematics teacher preparation : A framework for advancing teacher learning of children's multiple mathematics knowledge bases. / Turner, Erin E; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.

In: Journal of Mathematics Teacher Education, Vol. 15, No. 1, 02.2012, p. 67-82.

Research output: Contribution to journalArticle

Turner, Erin E ; Drake, Corey ; McDuffie, Amy Roth ; Aguirre, Julia ; Bartell, Tonya Gau ; Foote, Mary Q. / Promoting equity in mathematics teacher preparation : A framework for advancing teacher learning of children's multiple mathematics knowledge bases. In: Journal of Mathematics Teacher Education. 2012 ; Vol. 15, No. 1. pp. 67-82.
@article{76ddf9d2bc9e4511b49cc33931c3e8ce,
title = "Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children's multiple mathematics knowledge bases",
abstract = "Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural, linguistic, and community-based knowledge. This article presents a conjectured learning trajectory for prospective teachers' (PSTs') development related to integrating children's multiple mathematical knowledge bases (i. e., the understandings and experiences that have the potential to shape and support children's mathematics learning-including children's mathematical thinking, and children's cultural, home, and community-based knowledge), in mathematics instruction. Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources included beginning and end-of-semester surveys, interviews, and PSTs' written work. Our conjectured learning trajectory can serve as a tool for mathematics teacher educators and researchers as they focus on PSTs' development of equitable mathematics instruction.",
keywords = "Children's mathematical thinking, Culturally relevant mathematics, Diversity, Elementary mathematics education, Equity, Prospective mathematics teacher education",
author = "Turner, {Erin E} and Corey Drake and McDuffie, {Amy Roth} and Julia Aguirre and Bartell, {Tonya Gau} and Foote, {Mary Q.}",
year = "2012",
month = "2",
doi = "10.1007/s10857-011-9196-6",
language = "English (US)",
volume = "15",
pages = "67--82",
journal = "Journal of Mathematics Teacher Education",
issn = "1386-4416",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - Promoting equity in mathematics teacher preparation

T2 - A framework for advancing teacher learning of children's multiple mathematics knowledge bases

AU - Turner, Erin E

AU - Drake, Corey

AU - McDuffie, Amy Roth

AU - Aguirre, Julia

AU - Bartell, Tonya Gau

AU - Foote, Mary Q.

PY - 2012/2

Y1 - 2012/2

N2 - Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural, linguistic, and community-based knowledge. This article presents a conjectured learning trajectory for prospective teachers' (PSTs') development related to integrating children's multiple mathematical knowledge bases (i. e., the understandings and experiences that have the potential to shape and support children's mathematics learning-including children's mathematical thinking, and children's cultural, home, and community-based knowledge), in mathematics instruction. Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources included beginning and end-of-semester surveys, interviews, and PSTs' written work. Our conjectured learning trajectory can serve as a tool for mathematics teacher educators and researchers as they focus on PSTs' development of equitable mathematics instruction.

AB - Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural, linguistic, and community-based knowledge. This article presents a conjectured learning trajectory for prospective teachers' (PSTs') development related to integrating children's multiple mathematical knowledge bases (i. e., the understandings and experiences that have the potential to shape and support children's mathematics learning-including children's mathematical thinking, and children's cultural, home, and community-based knowledge), in mathematics instruction. Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources included beginning and end-of-semester surveys, interviews, and PSTs' written work. Our conjectured learning trajectory can serve as a tool for mathematics teacher educators and researchers as they focus on PSTs' development of equitable mathematics instruction.

KW - Children's mathematical thinking

KW - Culturally relevant mathematics

KW - Diversity

KW - Elementary mathematics education

KW - Equity

KW - Prospective mathematics teacher education

UR - http://www.scopus.com/inward/record.url?scp=84855668165&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84855668165&partnerID=8YFLogxK

U2 - 10.1007/s10857-011-9196-6

DO - 10.1007/s10857-011-9196-6

M3 - Article

VL - 15

SP - 67

EP - 82

JO - Journal of Mathematics Teacher Education

JF - Journal of Mathematics Teacher Education

SN - 1386-4416

IS - 1

ER -