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

45 Scopus citations

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 1 2012

Keywords

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

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

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