Journal article
Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases
Journal of mathematics teacher education, Vol.15(1), pp.67-82
02/2012
Handle:
https://hdl.handle.net/2376/119004
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.
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Details
- Title
- Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases
- Creators
- Erin Turner - University of Arizona 1430 E. Second Street Tucson AZ 85721 USACorey Drake - Michigan State University 318 Erickson Hall East Lansing MI 48824-1034 USAAmy McDuffie - Washington State University Tri-Cities 2710 University Drive Richland WA 99352 USAJulia Aguirre - University of Washington-Tacoma 1900 Commerce Street P.O. Box 358435 Tacoma WA 98402-3100 USATonya Bartell - University of Delaware 105D Willard Hall Newark DE 19716 USAMary Foote - Queens College CUNY, EECE, PH054W, 65-30 Kissena Blvd. Flushing NY 11367 USA
- Contributors
- Marilyn Strutchens (Editor)
- Publication Details
- Journal of mathematics teacher education, Vol.15(1), pp.67-82
- Academic Unit
- Education, College of
- Publisher
- Springer Netherlands
- Identifiers
- 99900594761701842
- Language
- English
- Resource Type
- Journal article