Leveraging Exposure and Experience to Support Teacher Candidates’ Conceptions of Equitable Teaching

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

Abstract

To support the rising generation of mathematics teachers, teacher educators (TEs) must critically analyze approaches to equity within and across teacher preparation programs. This study investigates an elementary mathematics methods course centering equitable mathematics teaching and learning (EMT), rather than isolating or using it as a supplementary aspect. We consider a framework of the teacher learning trajectory (Turner et al., 2012) and extend this framework by considering the exposure and experiences of students learning about EMT. Results indicate that building from teacher candidates’ emerging conceptions of EMT while challenging assumptions and archetypes allowed teacher candidates to strengthen and extend their conceptions of equitable teaching in both mathematics and general elementary education.

Authors

• Amanda Mohammad Mirzaei, Manhattanville University

• Ethan P. Smith, Washington State University - Tri-Cities