From Theory to Practice: Mathematics Methods Coursework and the Development of Culturally Relevant Mathematics Lessons

• In Event: Developments in Mathematics Teacher Preparation and Professional Development

Abstract

This paper examines how preservice teachers (PSTs) use Culturally Relevant Mathematics Teaching (CRMT) practices in their lesson planning in a mathematics methods course that focuses on practice-based pedagogies. Using the lenses of the CRMT and epistemic frames, this research employs a combination of qualitative comparative case studies and quantitative ethnography to analyze PSTs’ lesson plans across two cohorts to examine how changes in mathematics teacher educators’ approaches inform PSTs’ uptake of culturally responsive practices. Findings suggest that using practice-based teaching with intentional focus on high-leverage practices and CRMT supports the development of PSTs' skills in planning and enacting more equitable mathematics instruction.

Authors

• Lara Condon, University of Memphis

• Wesam M. Salem, University of Memphis