Defining and Characterizing Worthwhile Equitable Pedagogies in Mathematics Tasks

• In Event: Poster Session 13
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

It is important for prospective teachers (PTs) to see beyond their own experiences and understand the resources their students bring to mathematics classrooms (Moschkovich, 2002) in order to begin creating equitable classrooms (Milner, 2006). We must find ways for PTs to talk about and consider issues of equity in mathematics education in order to provide quality learning experiences for all students. This paper outlines our efforts to describe key features of tasks that can promote reflection about issues of equity in mathematics education. We expound on others’ descriptions of tasks to develop our definition of an Equitable Pedagogies in Mathematics Task (EPMT) to engage PTs in reflection and discussion while considering marginalized students and issues of equity in mathematics education.

Authors

• Sarah Ann Roberts, University of California - Santa Barbara

• Christa Jackson, University of Kentucky

• Alejandra Salinas, Boston University