Confronting Systemic Inequities and Disparities Using Case-Based Instruction in Mathematics Teacher Preparation

• In Event: Exploring and Disrupting Marginality and Inequity in Mathematics Classrooms

Abstract

This study reports on two mathematics teacher educators using case-based instruction to engage preservice teachers in conversations about systemic inequities and disparities by examining the impact of implicit biases and policies that reaffirm systems of oppression in mathematics education. Examining scenarios from an outsider’s perspective enabled the preservice teachers to critique the teachers for their assumptions and make visible the influences of such assumptions shaping their actions. The goal of this presentation is to share recommendations for using similar case-based instruction to equip preservice teachers with the knowledge and skills needed to embed equity-based practices in their own professional practice.

Authors

• Monica Lyn Gonzalez, East Carolina University

• Alesia Mickle Moldavan, Fordham University