ERIC Number: EJ953582
Record Type: Journal
Publication Date: 2012-Feb
Abstractor: As Provided
Reference Count: 39
Promoting Equity in Mathematics Teacher Preparation: A Framework for Advancing Teacher Learning of Children's Multiple Mathematics Knowledge Bases
Turner, Erin E.; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.
Journal of Mathematics Teacher Education, v15 n1 p67-82 Feb 2012
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.
Descriptors: Methods Courses, Mathematics Education, Mathematics Teachers, Teacher Educators, Mathematics Instruction, Universities, Data Collection, Teacher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United States