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A Closer Look at Equitable Outcomes: A Self-Study in Urban Mathematics Teacher Education

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Self-Studies in Urban Teacher Education

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 25))

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Abstract

Inequitable opportunities to learn mathematics has plagued the U.S. for decades. Given the challenges facing urban children and families (e.g., systemic racism; deficit orientations; limited resources for schools), it is particularly important for prospective urban teachers (PTs) to not only be proficient with mathematics content and develop skillful pedagogy, but also be able to understand historical and social phenomena that have created inequitable opportunities to learn and thrive with mathematics. This collaborative self-study is fundamentally rooted in the belief that an examination of our histories and experiences can serve to provide insights into the productive practices that might help us define effective mathematics teaching and break free from the stalemate of uncritical, mediocre mathematics teaching that has persisted despite major, concerted efforts from leading organizations and local agencies. Drawing on narrative data from our elementary mathematics methods courses, we show an interrogation into the origins of our beliefs and pedagogical moves that can help surface mathematics teacher education practices that hold the potential to disrupt the perpetuation of stubborn inequities in mathematics teaching and learning. Furthermore, we analyze classroom discourse and PT work samples from our methods courses as a means of further reflection and to correlate the impact of—or lack of—our curriculum and instructional approach. Our findings spotlight the ways we have had to be resilient in the face of entrenched mathematics and racial ideologies, and we discuss the relationship between these reflections and our views on the mathematics learning experiences urban children deserve.

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Author information

Authors and Affiliations

  1. The Ron Clark Academy, Atlanta, GA, USA

    Natalie Odom Pough

  2. Indiana University, Bloomington, IN, USA

    Craig Willey

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  1. Natalie Odom Pough
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  2. Craig Willey
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Correspondence to Natalie Odom Pough .

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Editors and Affiliations

  1. New Jersey City University, Jersey City, NJ, USA

    Adrian D. Martin

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Pough, N.O., Willey, C. (2022). A Closer Look at Equitable Outcomes: A Self-Study in Urban Mathematics Teacher Education. In: Martin, A.D. (eds) Self-Studies in Urban Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 25. Springer, Singapore. https://doi.org/10.1007/978-981-19-5430-6_8

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  • DOI: https://doi.org/10.1007/978-981-19-5430-6_8

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  • Online ISBN: 978-981-19-5430-6

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