Equitable mathematics teaching : an action research study on preparing secondary preservice teachers for diverse classrooms.
| dc.contributor.advisor | Blevins, Brooke E. | |
| dc.contributor.advisor | Cooper, Sandra Bennett. | |
| dc.creator | Ritter, Kenley B., 1984- | |
| dc.creator.orcid | 0009-0006-4297-8746 | |
| dc.date.accessioned | 2024-07-17T13:59:00Z | |
| dc.date.available | 2024-07-17T13:59:00Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T13:59:00Z | |
| dc.description.abstract | Research has shown that mathematics teachers are inadequately prepared to teach mathematics to diverse student populations (Sleeter, 2001; E.E. Turner et al., 2012). As other subject areas began to embrace socially just teaching practices, mathematics teachers felt there was not the same potential for addressing diversity within their classrooms (Ball et al., 2005). While mathematics teacher educators have acknowledged the need for preservice teachers to build on students' cultural and mathematical backgrounds to teach mathematics to all students (E.E. Turner et al., 2012; White et al., 2016), research has shown that engaging preservice mathematics teachers in discussions about culture, equity, and diversity can be challenging (Brewley-Kennedy, 2005; White et al., 2016). To explore how to prepare preservice teachers to engage diverse students in learning mathematics, this study investigated how learning about equitable teaching practices impacted preservice mathematics teachers' thinking and practice in a secondary mathematics practicum course. Further, the current study examined the factors contributing to preservice teachers’ application of equitable teaching practices. Findings from this study indicate that studying equitable mathematics teaching practices supported preservice teachers' thinking development beyond their own mathematical experiences to begin considering the diversity within their student population. Second, preservice teachers struggled to implement equitable mathematics teaching practices that explicitly attend to students' race, culture, language, or personal experiences. Third, preservice teachers' beliefs and prior experiences impacted their ability to implement equitable mathematics teaching practices. An additional finding included the connections within and across the Mathematics Teaching Practices (NCTM, 2014) and the equitable mathematics teaching practices (Bartell et al., 2017). The final sections include implications and recommendations for mathematics teacher educators, mentor teachers, and teacher preparation programs, along with recommendations for future research. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12785 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Equitable mathematics teaching : an action research study on preparing secondary preservice teachers for diverse classrooms. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2028-08-01 | |
| local.embargo.terms | 2028-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ph.D. | |
| thesis.degree.program | Curriculum & Teaching | |
| thesis.degree.school | Baylor University |
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