Teaching for Social Justice in Mathematics Education Doctoral Preparation in the United States

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Social Justice and Equity in Mathematics Education (Table 7)

Abstract

Mathematics teacher education has assumed collective responsibility for incorporating social justice into mathematics teacher preparation in response to the Association of Mathematics Teacher Educators' Standards for Preparing Teachers of Mathematics. Consequently, mathematics teacher educators need to be trained to prepare their teacher candidates to teach mathematics for social justice. We surveyed 66 future and current mathematics teacher educators from 34 institutions, 25 states, and all five regions of the United States of America to assess the current state of doctoral preparation with regard to social justice in mathematics education. Although participants identified several learning environments where they had opportunities to learn about teaching mathematics for social justice, the majority expressed a lack of preparation and a desire for more preparation.

Authors

• Queshonda J. Kudaisi, University of North Texas

• Cynthia Castro-Minnehan, University of South Florida - Tampa