Designing Coursework for Infusing Deliberate Attention to Issues of Equity in a Mathematics Education Program

• In Event: Roundtable Session 1
  In Roundtable Session: Contemporary STEM Teacher Education

Abstract

This study probes the interplay in instruction of attention to equity and to the quality of the mathematical content, with a focus on what constitutes equitable mathematics instruction. Leveraging previous work on identifying and defining equitable mathematics instruction, part of this paper focuses on efforts to design a course for practicing middle school mathematics teachers. Findings from this study contribute to efforts for developing a broader theory about how attention to issues of equity may shape the nature and use of mathematical knowledge and skill in the work of teaching (i.e. mathematical knowledge for equitable teaching) and for developing a theory of mathematical knowledge for equitable teaching.

Author

• Imani Masters Goffney, University of Houston