Supporting mathematics preservice teachers in noticing for equity

Abstract

Abstract The purpose of this study was to examine mathematics preservice teacher (PST) learning to notice for equity as they participated in an experimental, practice‐based methods course. Activities intended to support PST learning included the use of equity‐based lenses in video analysis, live lesson observations, and case study analysis. We analyzed PSTs' noticing for equity throughout the course and examined both the foci and depth of their noticing. We focused on three case study participants for an in‐depth investigation of trends in their noticing. We present how PSTs attended to and made sense of equity at the beginning and end of the course and describe their focus as primarily dominant (equity framed as access) or critical (equity framed as affirming identity). Findings indicated that activities with equity‐based lenses supported PSTs in noticing equity along the dominant and critical axes. We conclude with implications for mathematics teacher educators who are interested in supporting PSTs' learning about and development of equitable pedagogies.