Title

Promoting Equity in Mathematics Teacher Preparation: A Framework for Advancing Teacher Learning of Children's Multiple Mathematics Knowledge Bases

Publication Date

2-1-2012

Document Type

Article

Abstract

Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural, linguistic, and community-based knowledge. This article presents a conjectured learning trajectory for prospective teachers' (PSTs') development related to integrating children's "multiple mathematical knowledge bases" (i.e., the understandings and experiences that have the potential to shape and support children's mathematics learning--including children's mathematical thinking, and children's cultural, home, and community-based knowledge), in mathematics instruction. Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources included beginning and end-of-semester surveys, interviews, and PSTs' written work. Our conjectured learning trajectory can serve as a tool for mathematics teacher educators and researchers as they focus on PSTs' development of equitable mathematics instruction.

Publication Title

Journal of Mathematics Teacher Education

Volume

15

Issue

1

First Page

67

Last Page

82

DOI

10.1007/s10857-011-9196-6

Version

pre-print, post-print, no publisher's pdf

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