Elementary Preservice Teachers' Attitudes About Inclusive Education and Their Skills to Notice Students' Diverse Needs

• In Event: Mathematics Teacher Education Across Professional Roles

Abstract

Providing equitable mathematics learning opportunities in inclusive settings requires pre-service teachers (PSTs) to strengthen their skills to notice students’ diverse needs and mathematical reasoning. However, helping PSTs develop noticing skills is not an easy task for teacher educators. In our study, we examined the impact of conducting task-based interviews on elementary PSTs’ skills to notice mathematical thinking of students having diverse needs and their attitudes about inclusive education. Our findings indicated that elementary PSTs who conducted task-based interviews significantly improved their ability to interpret students’ mathematical reasoning and diverse needs. Our results also revealed significant correlations between PSTs’ attitudes about inclusive mathematics education and their overall noticing skills. We share implications for teacher educators and provide recommendations for further research.

Authors

• Vecihi Serbay Zambak, Monmouth University

• ChiuYin (Cathy) Wong, Monmouth University

• Ai Kamei, Monmouth University

• Kaitlyn Sorochka, Monmouth University