Teachers candidates’ implementations of equitable mathematics teaching practices: An examination of divergent paths

Abstract

In this multiple-case study, we track the diverging paths of two teacher candidates enrolled in an undergraduate elementary mathematics methods course as they developed their understanding of equitable teaching practices that were central to their course learning objectives. The cases were purposefully selected based upon our previous finding that, by the end of the course, Mary and Rose were extreme opposites in terms of their implementation of equitable mathematics teaching practices they attributed to the course. Teacher preparation programs are designed to help beginning teachers develop the skills to teach content equitably to diverse learners. Thus, methods instructors must consider the ways that teacher candidates use their knowledge and skills in their teaching.