Navigating Equitable Mathematics Education: Perceptions, Practices, and Challenges of Preservice Teachers

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Preservice Mathematics Teacher Education (Table 3)

Abstract

This study investigates how preservice teachers (PSTs) navigate the complexities of addressing diverse learner needs in mathematics instruction. The research aimed to understand PSTs' perspectives and practices, uncovering insights through data collection phases such as lesson plan selection, reflective assessments, and final essays. By analyzing themes in PSTs' perceptions and strategies, the study sheds light on the challenges faced by PSTs in aligning their beliefs with instructional practices. The study also explores successful approaches that promote equity and inclusivity in the mathematics classroom. The findings contribute valuable knowledge to teacher education programs, emphasizing the importance of preparing educators to effectively teach diverse student populations.

Authors

• Hea-Jin Lee, The Ohio State University - Lima

• Leah Herner-Patnode, The Ohio State University - Lima