Teachers’ Beliefs as a Tool to Extend the Cognitive Equity Concept in Teaching Mathematics (Poster 50)

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Abstract

We frame the cognitive equity concept in mathematics beyond race and culture, arguing that cognitive equity is an inclusive environment of diverse reasonings regardless of students’ characteristics and mathematical identity. We investigated teachers’ beliefs about what cognitive equity means, and their beliefs about the students’ nature of knowledge and nature of knowing. Six preservice teachers and two mathematics teachers participated in a survey and an interview. The data was analyzed using Harkness's (2009) doubting and believing games framework. Results show common beliefs about the meaning of cognitive equity, inclusion, and responsiveness to diverse students’ cognitive processes. Future research can explore the program creators’ ideas to address cognitive equity in a more inclusive curriculum that honors diverse cognitive processes.

Authors

• Ana M. Haiduc, Purdue University

• Rose Mbewe, Purdue University

• Signe E. Kastberg, Purdue University