Family and Community Engagement: A Problem of Practice in Mathematics Teacher Education

• In Event: Beyond Traditional Methods: Innovative Approaches to Humanizing Mathematics in Teacher Preparation

Abstract

This proposed paper examines family and community engagement as a longstanding yet under-examined issue in mathematics teacher education. While national standards emphasize equity and collaboration, engagement efforts often remain peripheral in teacher preparation. Drawing on sociocultural theory, positioning theory, and funds of knowledge, this proposed paper synthesizes research that shows how families foster mathematical reasoning, identity, and achievement. It addresses structural and cultural barriers that limit the effectiveness of partnerships, particularly for multilingual and non-dominant communities. The proposed paper highlights empirical evidence demonstrating that when preservice teachers engage families through culturally responsive approaches, both student outcomes and teacher learning improve. The proposed paper concludes with a call to embed families and communities as intellectual partners in mathematics methods coursework.

Author

• Regina M. Mistretta, Saint John's University