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ERIC Number: EJ1085769
Record Type: Journal
Publication Date: 2013-Jul
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2151-2612
Advocating for Equitable Mathematics Education: Supporting Novice Teachers in Navigating the Sociopolitical Context of Schools
Willey, Craig; Drake, Corey
Journal of Urban Mathematics Education, v6 n1 p58-70 Jul 2013
In this essay, the authors situate elementary mathematics teacher preparation in a broader, sociopolitical context, one that includes historical patterns of educational privilege and oppression. The authors attend to the effects of "reform" movements that encompass a vast array of stakeholders and interests as well as the growing significance of federal education policy on mathematics teacher education. In particular, they highlight the tensions involved in prospective teachers' first experiences in attempting to make sense of how research-based theories of learning and practice intersect with local schooling realities. The authors present questions that novice mathematics teachers might ask at the personal, interpersonal, institutional, and cultural levels; questions which hold the potential to disrupt dominant discourses and initiatives in favor of discourses that reframe mathematics education opportunities for oppressed youth in the United States.
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A