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Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases

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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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Notes

  1. Since many PSTs had not considered children’s multiple mathematical knowledge bases before taking methods courses, our data are dominated by examples of the initial phases of our conjectured learning trajectory. This has resulted in a more refined understanding of these two phases. Further refinement of the third phase will require studying teachers over time.

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Acknowledgments

This material is based upon work supported by the National Science Foundation under Grants No. 1020155 and No. 0736964. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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Authors and Affiliations

  1. University of Arizona, 1430 E. Second Street, Tucson, AZ, 85721, USA

    Erin E. Turner

  2. Michigan State University , 318 Erickson Hall, East Lansing, MI, 48824-1034, USA

    Corey Drake

  3. Washington State University Tri-Cities, 2710 University Drive, Richland, WA, 99352, USA

    Amy Roth McDuffie

  4. University of Washington-Tacoma, 1900 Commerce Street, P.O. Box 358435, Tacoma, WA, 98402-3100, USA

    Julia Aguirre

  5. University of Delaware, 105D Willard Hall, Newark, DE, 19716, USA

    Tonya Gau Bartell

  6. Queens College, CUNY, EECE, PH054W, 65-30 Kissena Blvd., Flushing, NY, 11367, USA

    Mary Q. Foote

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  1. Erin E. Turner
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Correspondence to Erin E. Turner.

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Turner, E.E., Drake, C., McDuffie, A.R. et al. Promoting equity in mathematics teacher preparation: a framework for advancing teacher learning of children’s multiple mathematics knowledge bases. J Math Teacher Educ 15, 67–82 (2012). https://doi.org/10.1007/s10857-011-9196-6

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  • DOI: https://doi.org/10.1007/s10857-011-9196-6

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