Preparing K–8 Teachers to Pose Word Problems: Embracing the Opportunity to Promote Equity and Multiculturalism

• In Event: Teacher Education for Cultural Diversity and Social Justice: Insights From Multiple Methods

Abstract

The creation of contextual situations for mathematics word problems posed to students provides an opportunity for teachers to address multiculturalism, inclusion, and the promotion of social justice. Thus, mathematics teacher educators designed and qualitatively examined a task designed to raise awareness of potential biases embedded in word problems and support prospective K-8 teachers in learning to pose inclusive and culturally-diverse word problems. Preliminary results suggest positive effects on prospective teachers’ understanding of potential implications of the language used in mathematics word problems and increased concern for creating inclusive contexts for their students.

Authors

• Ashley M Williams, Texas A&M University

• Rachael M. Welder, Texas A&M University - College Station