Understanding the practices of mathematics teacher educators who focus on issues of equity
https://doi.org/10.4471/redimat.2012.15
Downloads
Abstract
Most mathematics teacher educators (MTEs) would agree that teachers must be prepared to provide equitable mathematics instruction to all their students. However, to date, there is not a wide database regarding the practice of MTEs who play an integral role in this preparation. In this paper we argue that additional information is needed about the approaches in which MTEs have addressed or incorporated equity as a core part of the preparation of teachers. We further argue for the importance of developing a research agenda that examines the practices of MTEs who teach through a lens of equity, the goal of which would be to build models of professional development that prepare and support other MTEs to develop this specialized knowledge.
Keywords: mathematics teacher educators, practice, equity, researchDownloads
References
Adler, J. (2001). Resourcing practice and equity: A dual challenge for mathematics education. In B., Atweh, H. Forgasz, & B. Nebres (Eds.), Sociocultural research on mathematics education: An international perspective (pp. 185-200). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefAguirre, J., M. (2009). Privileging mathematics and equity in teacher education: Framework, counter-resistance strategies, and reflections from a Latina mathematics educator. In B. Greer, S. Mukhopadhyay, A.B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 295-319). New York: Routledge.
Google Scholar CrossrefApple, M. (1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431. doi:10.2307/749562
Google Scholar CrossrefBartell, T.G. (2010). Learning to teach mathematics for social justice: Negotiating social justice and mathematical goals. Journal of Research in Mathematics Education, 41, 5-35. Retrieved from http://www.nctm.org/publications/toc.aspx?jrnl=JRME&mn=6&y=2010.
Google Scholar CrossrefBecker, J. R., & Perl, T. (2003). The mathematics education community’s response to a diverse and changing student population. In G.M.A. Stanic & J. Kilpatrick (Eds.), A history of school mathematics (pp. 1085-1142). Reston, VA: National Council of Teachers of Mathematics.
Google Scholar CrossrefBianchini, J.A., & Brenner, M.E. (2009). The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers. Science Education, 9, 164-195. doi:10.1002/sce.20353
Google Scholar CrossrefBishop, A. J., & Forgasz, H. J. (2007). Issues in access and equity in mathematics education. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1145-1167). Reston, VA: National Council of Teachers of Mathematics.
Google Scholar CrossrefBonner, E.P. (2010). Promoting culturally responsive teaching through action research in a mathematics methods course. Journal of Mathematics and Culture, 5(2), 16-33. Retrieved from http://nasgem.rpi.edu/pl/journal-mathematics-culture-volume-5-number-2
Google Scholar CrossrefBonner, E. P. (2011). Unearthing culturally responsive mathematics teaching: The legacy of Gloria Jean Merriex. Lanham, MD: Hamilton Books.
Google Scholar CrossrefBurton, L. (2003). Which way social justice in mathematics education? Westport, CT: Praeger Publishers.
Google Scholar CrossrefChval, K.B., & Pinnow, R. (2010). Preservice teachers’ assumptions about Latino/a English language learners. Journal of Teaching for Excellence and Equity in Mathematics, 2(1), 6-12. Retrieved from http://www.todos-math.org/member-resources
Google Scholar CrossrefCrockett, M.D., & Buckley, L.A. (2009). The role of coflection in equity-centered mathematics professional development practices. Equity & Excellence in Education, 42, 169-182. doi:10.1080/10665680902724545
Google Scholar CrossrefD’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44-48. Retrieved from http://www.jstor.org/stable/i40009586
Google Scholar CrossrefDiversity in Mathematics Education Center for Learning and Teaching. (2007). Culture, race, power, and mathematics education. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 405-433). Reston, VA: National Council of Teachers of Mathematics.
Google Scholar CrossrefDrake, C., & Norton-Meier, L. (2007). Creating third spaces: Integrating family and community resources into elementary mathematics methods. Paper presented at the annual meeting of the PME-NA, Oct 25, 2007.
Google Scholar CrossrefDunn, T. K. (2005). Engaging prospective teachers in critical reflection: facilitating a disposition to teach mathematics for diversity. In A. J. Rodriguez & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms (pp. 143-158). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefEnsign, J. (2005). Helping teachers use students’ home cultures in mathematics lessons: Developmental stages of becoming effective teachers of diverse students’ diversity. In A. J. Rodriguez & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms (pp. 225-242). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefFennema, E., & Sherman, J. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American Educational Research Journal, 14, 51-71. doi:10.2397/1162519
Google Scholar CrossrefFoote, M. Q., & Bartell, T. G. (2011). Pathways to equity in mathematics education: How life experiences impact researcher positionality. Educational Studies in Mathematics, 78, 45-68. doi:10.1007/s10649-011-9309-2
Google Scholar CrossrefGay, G. (2009). Preparing culturally responsive mathematics teachers. In B. Greer, S. Mukhopadhyay, A.B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 295-319). New York: Routledge.
Google Scholar CrossrefGallego, M. A. (2001). Is experience the best teacher? The potential of coupling classroom and community-based field experiences. Journal of Teacher Education, 52, 312-325. doi:10.1177/0022487101052004005
Google Scholar CrossrefGrant, A., & Gillespie, L. (1993). Joining the circle: A practitioners’ guide to responsive education for native students. Retrieved from ERIC database (ED360117).
Google Scholar CrossrefGutiérrez, R. (2002). Enabling the practice of mathematics teachers in context: Toward a new equity research agenda. Mathematical Thinking and Learning, 4, 145-187. doi:/10.1207/S15327833MTL04023_4
Google Scholar CrossrefGutiérrez, R. (2007). Context matters: Equity, success, and the future of mathematics education. In T. Lamberg, T. & L.R. Wiest (Eds.), Proceedings of the twenty-ninth annual meeting of the North American Chapter of the international group for the psychology of mathematics education. Stateline (Lake Tahoe), NV: University of Nevada, Reno.
Google Scholar CrossrefGutiérrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy and Education, 18(3), 9-16. Retrieved from http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ856292&ERICExtSearch_SearchType_0=no&accno=EJ856292
Google Scholar CrossrefGutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.
Google Scholar CrossrefGutstein, E., Middleton, J.A., Fey, J.T., Larson, M., Heid, M.K., Dougherty, B., . . . Tunis, T. (2005). Equity in school mathematics education: How can research contribute? Journal for Research in Mathematics Education, 36, 92-100. Retrieved from http://www.jstor.org/pss/30034826
Google Scholar CrossrefHart, L. (2003). Research on equity in mathematics education: Progress and new directions. In L. Burton (Ed.), Which way social justice in mathematics education? (pp. 27-50). Westport, CT: Praeger Publishers.
Google Scholar CrossrefHollins, E. R., & Guzman, M. T. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith, M. & K.M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 477-547). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefJaworski, B. (2008). Mathematics teacher educator learning and development: An introduction. In B. Jaworski & T. Wood (Eds.), The mathematics teacher educator as a developing professional (pp. 1-11). Rotterdam, The Netherlands: Sense Publishers.
Google Scholar CrossrefKitchen, R. S. (2005). Making equity and multiculturalism explicit to transform mathematics education. In A. J. Rodriguez & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms (pp. 33-60). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefLucas, T., & Grinberg, J. (2008). Reading to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre, & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.) (pp. 606-636). New York: Routledge.
Google Scholar CrossrefMatthews, L.E. (2003). Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction. Educational Studies in Mathematics, 53, 61-82. Retrieved from http://www.springerlink.com/content/0013-1954/53/1/
Google Scholar CrossrefNational Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics (3rd ed.). Reston, VA: National Council of Teachers of Mathematics.
Google Scholar CrossrefOakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, CT: Yale University Press.
Google Scholar CrossrefPovey, H. (2002). Promoting social justice in and through the mathematics curriculum: Exploring the connections with epistemologies of mathematics. Mathematics Education Research Journal, 14, 190-201. doi:10.1007/BF03217362
Google Scholar CrossrefRodriguez, A.J. (2005). Teachers’ resistance to ideological and pedagogical change: Definitions, theoretical framework, and significance. In A. J. Rodriguez & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms (pp. 1-15). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefRousseau, C., & Tate, W.F. (2003). No time like the present: Reflecting on equity in school mathematics. Theory into Practice, 42, 210-216. doi:10.1353/tip.2003.2005
Google Scholar CrossrefSecada, W. (1989). Agenda setting, enlightened self-interest, and equity in mathematics education. Peabody Journal of Education, 66, 22-56. doi:10.1080/01619568909538637
Google Scholar CrossrefSetati, M. (2005). Mathematics education and language: Policy, research and practice in
Google Scholar Crossrefmultilingual South Africa. In R. Vithal, J. Adler & C. Keitel (Eds.), Researching mathematics education in South Africa: Perspectives, practices and possibilities (pp. 73-109). Cape Town, South Africa: HSRC Press.
Google Scholar CrossrefSilva, C.M., Moses, R.P., Rivers, J., & Johnson, P. (1990). The algebra project: Making middle school mathematics count. Journal of Negro Education, 59(3), 375-391. doi:10.2307/2295571
Google Scholar CrossrefStinson, D. W. (2004). Mathematics as a “Gate-Keeper” (?): Three theoretical perspectives that aim toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8-18. Retrieved from http://math.coe.uga.edu/tme/Issues/v14n1/v14n1.html
Google Scholar CrossrefStocker, D., & Wagner, D. (2007). Talking about teaching mathematics for social justice. For the Learning of Mathematics, 27(3), 17-21. http://www.jstor.org/stable/i40009653
Google Scholar CrossrefStrutchens, M., Bay-Williams, J., Civil, M., Chval, K., Malloy, C.E., White, D.Y., . . . Berry, R.Q. (2012). Foregrounding equity in mathematics teacher education. Journal of Mathematics Teacher Education. Advance online publication. Retrieved from http://www.springerlink.com/content/0182472w8u1467w0/ http://www.springerlink.com/content/0182472w8u1467w0/
Google Scholar CrossrefTaylor, E., & Kitchen, R.S. (2008). Doctoral programs in mathematics education: diversity and equity. In R. Reys & J. Dossey (Eds.), U.S. doctorates in mathematics education: Developing stewards of the discipline (pp. 111-116). Washington, D.C.: Conference Board of the Mathematical Sciences.
Google Scholar CrossrefTurner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education. Advance online publication. Retrieved from http://www.springerlink.com/content/d06560w7320x5330/
Google Scholar CrossrefVillegas, A. M., & Davis, D. E. (2008). Preparing teachers of color to confront racial/ethnic disparities in educational outcomes. In M. Cochran-Smith, S. Feiman-Nemser, J.D. McIntyre, & K.E. Demers (Eds.), Handbook of research on teacher Education: Enduring questions in changing contexts (pp. 73-109). New York: Routledge.
Google Scholar CrossrefVomvoridi-Ivanovic, E. (2012). Using culture as a resource in mathematics: The case of four Mexican American pre-service teachers in a bilingual after-school program. Journal of Mathematics Teacher Education. Advance online publication. Retrieved from http://www.springerlink.com/content/v07370134v541551/
Google Scholar CrossrefWhite, D. Y. (2002). Preparing teachers to work in diverse mathematics classrooms: A challenge for all. The Mathematics Educator, 12(1), 2-4. Retrieved from http://math.coe.uga.edu/tme/Issues/v12n1/v12n1.html
Google Scholar CrossrefZaslavsky, O., & Leikin, R. (2004). Professional development of mathematics teacher educators: Growth through practice. Journal of Mathematics Teacher Education, 7, 5-32. doi:10.1023/B:JMTE.0000009971.13834.e1
Google Scholar CrossrefZeichner, K. M. (2005). A research agenda for teacher education. In M. Cochran-Smith & K.M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 737-759). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefZevenbebergen, R. (2000). “Cracking the code” of mathematics classrooms: School success as a function of linguistic, social, and cultural background. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 201-224). Westport, CT: Ablex Publishing.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
Issue
Section
License
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.