Preparing Elementary Teachers for Equitable Mathematics Teaching

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-13 - Research in Mathematics Education SIG Poster Session

Abstract

The goal of this study is to investigate how preservice elementary teachers describe equity and equitable mathematics teaching on a brief survey before and after taking an equity focused elementary mathematics methods course. The survey asked them to define equity and equitable teaching and give examples of how they would teach in equitable ways. Results indicate that students’ pre and post responses changed in meaningful ways before and after the course. The definitions and examples were coded into three different categories: equity as academic success, equity as management of the classroom, and equity as teachers’ relationships with students. Findings from this study support the hypothesis that more sophisticated ways of thinking can be developed through an equity focused methods course.

Authors

• Monica Gonzalez, University of Houston

• Imani Masters Goffney, University of Maryland - College Park