Preservice Teachers’ Perspectives of Equity-Based Instruction in Mathematics
Location
PARB 127 (First Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Thirty-five pre-service teachers enrolled in an elementary teacher education program completed a course assignment to understand their knowledge of equity-based mathematics instruction. Results of the study revealed that all the pre-service teachers indicated knowledge of equity- based mathematics; however, many discussed having a limited understanding of implementation in classroom instruction. They expressed limited opportunities to observe and engage in equity- based mathematics instruction during their teacher preparation program. The results suggested that the pre-service teachers did not feel prepared to teach mathematics to diverse students effectively. Thus, a more significant focus needs to be placed on providing pre-service teachers experiences with developing and delivering instruction to meet the needs of a variety of learners.
Keywords
mathematics education, equity
Professional Bio
Dr. Cliff Chestnutt is an Assistant Professor in the Department of Early Childhood through Secondary Education. Prior to pursuing his Ph.D., Dr. Chestnutt was a K-8 teacher and Math coach. Dr. Chestnutt's current teaching and research projects focus on High Leverage Teaching Practices, Culturally Responsive Mathematics, and Equity in Mathematics.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Chestnutt, Cliff, "Preservice Teachers’ Perspectives of Equity-Based Instruction in Mathematics" (2022). Georgia Educational Research Association Conference. 7.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/7
Preservice Teachers’ Perspectives of Equity-Based Instruction in Mathematics
PARB 127 (First Floor)
Thirty-five pre-service teachers enrolled in an elementary teacher education program completed a course assignment to understand their knowledge of equity-based mathematics instruction. Results of the study revealed that all the pre-service teachers indicated knowledge of equity- based mathematics; however, many discussed having a limited understanding of implementation in classroom instruction. They expressed limited opportunities to observe and engage in equity- based mathematics instruction during their teacher preparation program. The results suggested that the pre-service teachers did not feel prepared to teach mathematics to diverse students effectively. Thus, a more significant focus needs to be placed on providing pre-service teachers experiences with developing and delivering instruction to meet the needs of a variety of learners.
