Advancing Conversations of Equity in Mathematics Teacher Education to Develop Critical Consciousness and Support Advocacy

• In Event: Teaching and Learning Mathematics for Social Justice

Abstract

Promoting conversations of equity in mathematics teacher education is imperative for preservice teachers to develop critical consciousness of equitable mathematics instruction. With knowledge that equity is a multifaceted concept (Gutiérrez, 2007), preservice teachers can recognize systemic inequity and advocate for equitable opportunity for all learners. This paper reports on the efforts of mathematics teacher educators to engage preservice teachers in conversations of equity through the lens of access, achievement, identity, and power. Shared efforts from the participants draw attention to (a) preservice teachers’ increased critical consciousness of equity when activities elicit such conversations and (b) the need for more effective ways to address issues pertaining to power, privilege, marginalization, and oppression. Implications for advancing such conversations of equity are discussed.

Author

• Alesia Mickle Moldavan, Fordham University