Abstract
The purpose of this study was to investigate preservice teachers’ conceptions of equity in the context of school mathematics. Findings indicate that preservice teachers hold narrow conceptions of equity and require support from their teacher education programs in developing the knowledge-base and skills to be prepared to provide instruction that addresses extant disparities in diverse students’ mathematics experience, achievement, and performance. Considerations for integrating equity in mathematics teacher preparation are discussed.
Recommended Citation
Johnson, Delayne Y.
(2010)
"Toward Equity Pedagogy for School Mathematics: An Investigation of Preservice Teachers' Conceptions,"
Teacher Education Journal of South Carolina: Vol. 3:
No.
1, Article 9.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol3/iss1/9