Equity-Based Practices: Promoting Preservice Teachers' (PSTs') Practice of Developing Equitable Instructional Plans

• In Event: Equity Topics in Mathematics Education

Abstract

This self-study paper reports on how two mathematics teacher educators (MTEs) employed the five equity-based practices (Aguirre, Mayfield-Ingram, & Martin, 2013) to reframe their instructional practices in undergraduate methods courses to rehumanize mathematics (Gutierrez, 2018). The study uses thematic analysis to examine MTE’s journals, observation notes, and preservice teachers’ (PSTs’) lesson plan to examine how PSTs conceptualization of equity and teaching practices shift upon completion of the course. PSTs lesson plans and exit slips indicated a shift in how they conceptualized equity in mathematics to encompass an inclusive perspective of their students’ ways of knowing and real-world experiences. By providing anecdotes from mathematics methods courses, the study aims at advancing MTEs practices that focus on equity and social justice

Authors

• Wesam M. Salem, University of Memphis

• Dawn Woods, Oakland University