Araştırma Makalesi
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Equitable Mathematics Teaching for Diverse Learners: Connecting Preservice Teachers' Beliefs and Practices

Yıl 2025, Cilt: 14 Sayı: 1, 38 - 57, 30.04.2025

Hea-jin Lee , Leah Herner-patnode

Öz

This study investigates the beliefs and practices of preservice teachers (PSTs) concerning equitable mathematics instruction for diverse learners. Through a comprehensive analysis of lesson plans and reflective essays, we identify key themes that emerge in PSTs' approaches to teaching mathematics. The findings indicate that PSTs employ various approaches to foster inclusive learning environments that address their students' diverse academic, cultural, and learning style needs. Key strategies highlighted include differentiation, student engagement, and the implementation of culturally relevant pedagogy. Additionally, the research underscores the importance of aligning PSTs' beliefs with their instructional practices to enhance equity in mathematics education. The study also identifies areas for improvement within teacher education programs, suggesting that enhanced training in equity-focused teaching strategies is essential for preparing PSTs to address the challenges posed by learner diversity effectively. Ultimately, this research contributes to the ongoing discourse on equitable teaching practices and offers valuable insights for educators and policymakers aiming to promote inclusivity in mathematics classrooms.

Anahtar Kelimeler

preservice teacher education mathematics education equitable teaching

Kaynakça

  • Abdulrahim, D., & Orosco, M. J. (2020). Culturally responsive mathematics education: A review of the literature. Journal of Mathematics Education, 13(3), 45-63.
  • Aguirre, J., & Zavala, M. (2013). Culturally relevant teaching in mathematics: A literature review. The Mathematics Enthusiast, 10(1), 555-584.
  • Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163 – 206. https://doi.org/10.3102/0034654315582066.
  • Averill, R., Anderson, D., Easton, H., Te Maro, P., Smith, D., & Hynds, A. (2009). Culturally responsive teaching of mathematics: Three models from linked studies. Journal for Research in Mathematics Education, 40(2), 157–186.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  • Berlin, R., Youngs, P., & Cohen, J. (2021). How elementary teaching candidates' learning opportunities are associated with their knowledge, self-efficacy, and beliefs. Teachers College Record, 123(7), 1–30. https://doi.org/10.1177/016146812112300702
  • Çakmak Gürel, Z. (2023). Teaching mathematical modeling in the classroom: Analyzing the scaffolding methods of teachers. Teaching and Teacher Education, 132, 104253. https://doi.org./10.1016/j.tate.2023.104253
  • Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
  • Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67–78. https://doi.org/10.1016/j.tate.2016.03.006
  • Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing among Five Approaches. Thousand Oaks, CA: SAGE.
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
  • Dei, G. & Kempf, A. (2006). Anti-colonialism and education: The politics of resistance. Sense Publishers. Gay, G. (2010a). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 6(1–2), 143–152. https://doi.org/10.1177/0022487109347320
  • Gay, G. (2010b). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
  • Gutiérrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy & Education, 18(3), 9–16.
  • Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Hongying, Z. (2013). Teachers' beliefs and practices: A dynamic and complex relationship. Asia-Pacific Journal of Teacher Education, 41(3), 331-343. https://doi.org/10.1080/1359866X.2013.809051
  • Jong, C., Hodges, T., & Zhou, H. (2023). Teaching mathematics for social justice beliefs scale: psychometrics and practices in teacher education. International Journal of Mathematical Education in Science & Technology, 54(8), 1716–1730. https://doi.org/10.1080/0020739X.2023.2204473
  • Katharina, M., & Hans-Stefan, S. (2019). Preservice mathematics teachers' beliefs regarding topics of mathematics education. International Journal on Math, Science and Technology Education, 7(2), 65–79. https://doi.org/10.31129/LUMAT.7.2.332
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  • Lee, H.-J., & Herner-Patnode, L. (2025). Equitable Mathematics Teaching for Diverse Learners: Connecting Preservice Teachers' Beliefs and Practices. Journal of Teacher Education and Educators.
  • Lee, H. J., & Herner-Patnode, L. (2024). Approaches to Empowering Preservice Teachers to Enact Culturally Responsive Mathematical Teaching. The Educational Forum, 89 (1), 1–19. https://doi.org/10.1080/00131725.2024.2370412
  • Martin, D. B. (2016). Mathematics teaching, learning, and social justice. In J. C. Aguirre, A. B. Powell, S. J. Civil & M. Benken (Eds.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 17-34). Routledge.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: An Expanded Sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
  • Moscardini, L. (2014). Inclusive mathematics education: A state-of-the-art review. ZDM, 46(4), 621-634. National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: Author
  • National Council of Teachers of Mathematics (NCTM). (2024). NCTM and CEC Position statement on teaching mathematics to students with disabilities. Retrieved December 21, 2024 from https://www.nctm.org/News-and-Calendar/News/NCTM-News-Releases/Joint-Position-Statement-on-Teaching-Mathematics-to-Students-with-Disabilities/
  • Nieto, S. (2010). Language, culture, and teaching: Critical perspectives for a new century (2nd ed.). Routledge.
  • Norwich, B., & Nash, R. (2011). Teaching mathematics inclusively. SAGE Publications.
  • Nurlatifah, L., Purnawarman, P., & Sukyadi, D. (2023). The implementation of reflective assessment using Gibbs' reflective cycle in assessing students' writing skill. AIP Conference Proceedings, 2621(1), 1–8. https://doi.org/10.1063/5.0143375
  • O'Keeffe, L., Paige, K., & Osborne, S. (2019). Getting started: exploring preservice teachers' confidence and knowledge of culturally responsive pedagogy in teaching mathematics and science. Asia-Pacific Journal of Teacher Education, 47(2), 152–175. https://doi.org/10.1080/1359866X.2018.1531386
  • Paige, K., O'Keeffe, L., & Osborne, S. (2024). Silence is not an option: preservice teachers embedding First Nation knowledge and practices in primary/middle mathematics and science. International Journal of Science Education, 46(1), 28–45.
  • Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Information Age Publishing.
  • Register, J., Fernandes, A., & Pugalee, D. (2022). Supporting preservice mathematics teachers' culturally responsive teaching: a focus on teaching for social justice. Mathematics, 10(6), 896. https://doi.org/10.3390/math10060896
  • Salem, W. M., & Tillis, G. E. (2021). Moving the Needle: (Re)Imagining antiracist education for our children. Multicultural Perspectives, 23(3), 167–172. https://doi.org/10.1080/15210960.2021.1982365 Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
  • Thomas, J. (2013). Culturally relevant pedagogy and preservice teacher education: A review of the literature. Multicultural Perspectives, 15(2), 98-105.
  • Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development (ASCD).
  • Villegas, A., SaizdeLaMora, K., Martin, A., & Mills, T. (2018). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. Educational Forum, 82, 138–155.
  • Webb, D. L., & LoFaro, K. P. (2020). Sources of engineering teaching self‐efficacy in a STEAM methods course for elementary preservice teachers. School Science & Mathematics, 120(4), 209–219. https://doi.org/10.1111/ssm.12403
  • Willinsky, J. (1998). Learning to divide the world: Education at empire's end. University of Minnesota Press.
  • Yin, R. (2014). Case Study Research Design and Methods. Thousand Oaks, CA: Sage.
  • Zeichner, K., & Liston, D. (2014). Reflective teaching: An introduction. Routledge.
  • Zippia. (2024). Teacher demographics and statistics in the US. Zippia. Retrieved December 28, 2024, from https://www.zippia.com/teacher-jobs/demographics

Yıl 2025, Cilt: 14 Sayı: 1, 38 - 57, 30.04.2025

Hea-jin Lee , Leah Herner-patnode

Öz

Kaynakça

  • Abdulrahim, D., & Orosco, M. J. (2020). Culturally responsive mathematics education: A review of the literature. Journal of Mathematics Education, 13(3), 45-63.
  • Aguirre, J., & Zavala, M. (2013). Culturally relevant teaching in mathematics: A literature review. The Mathematics Enthusiast, 10(1), 555-584.
  • Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163 – 206. https://doi.org/10.3102/0034654315582066.
  • Averill, R., Anderson, D., Easton, H., Te Maro, P., Smith, D., & Hynds, A. (2009). Culturally responsive teaching of mathematics: Three models from linked studies. Journal for Research in Mathematics Education, 40(2), 157–186.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  • Berlin, R., Youngs, P., & Cohen, J. (2021). How elementary teaching candidates' learning opportunities are associated with their knowledge, self-efficacy, and beliefs. Teachers College Record, 123(7), 1–30. https://doi.org/10.1177/016146812112300702
  • Çakmak Gürel, Z. (2023). Teaching mathematical modeling in the classroom: Analyzing the scaffolding methods of teachers. Teaching and Teacher Education, 132, 104253. https://doi.org./10.1016/j.tate.2023.104253
  • Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
  • Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67–78. https://doi.org/10.1016/j.tate.2016.03.006
  • Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing among Five Approaches. Thousand Oaks, CA: SAGE.
  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.
  • Dei, G. & Kempf, A. (2006). Anti-colonialism and education: The politics of resistance. Sense Publishers. Gay, G. (2010a). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 6(1–2), 143–152. https://doi.org/10.1177/0022487109347320
  • Gay, G. (2010b). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
  • Gutiérrez, R. (2009). Embracing the inherent tensions in teaching mathematics from an equity stance. Democracy & Education, 18(3), 9–16.
  • Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Hongying, Z. (2013). Teachers' beliefs and practices: A dynamic and complex relationship. Asia-Pacific Journal of Teacher Education, 41(3), 331-343. https://doi.org/10.1080/1359866X.2013.809051
  • Jong, C., Hodges, T., & Zhou, H. (2023). Teaching mathematics for social justice beliefs scale: psychometrics and practices in teacher education. International Journal of Mathematical Education in Science & Technology, 54(8), 1716–1730. https://doi.org/10.1080/0020739X.2023.2204473
  • Katharina, M., & Hans-Stefan, S. (2019). Preservice mathematics teachers' beliefs regarding topics of mathematics education. International Journal on Math, Science and Technology Education, 7(2), 65–79. https://doi.org/10.31129/LUMAT.7.2.332
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  • Lee, H.-J., & Herner-Patnode, L. (2025). Equitable Mathematics Teaching for Diverse Learners: Connecting Preservice Teachers' Beliefs and Practices. Journal of Teacher Education and Educators.
  • Lee, H. J., & Herner-Patnode, L. (2024). Approaches to Empowering Preservice Teachers to Enact Culturally Responsive Mathematical Teaching. The Educational Forum, 89 (1), 1–19. https://doi.org/10.1080/00131725.2024.2370412
  • Martin, D. B. (2016). Mathematics teaching, learning, and social justice. In J. C. Aguirre, A. B. Powell, S. J. Civil & M. Benken (Eds.), Mathematics teaching, learning, and liberation in the lives of Black children (pp. 17-34). Routledge.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: An Expanded Sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
  • Moscardini, L. (2014). Inclusive mathematics education: A state-of-the-art review. ZDM, 46(4), 621-634. National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: Author
  • National Council of Teachers of Mathematics (NCTM). (2024). NCTM and CEC Position statement on teaching mathematics to students with disabilities. Retrieved December 21, 2024 from https://www.nctm.org/News-and-Calendar/News/NCTM-News-Releases/Joint-Position-Statement-on-Teaching-Mathematics-to-Students-with-Disabilities/
  • Nieto, S. (2010). Language, culture, and teaching: Critical perspectives for a new century (2nd ed.). Routledge.
  • Norwich, B., & Nash, R. (2011). Teaching mathematics inclusively. SAGE Publications.
  • Nurlatifah, L., Purnawarman, P., & Sukyadi, D. (2023). The implementation of reflective assessment using Gibbs' reflective cycle in assessing students' writing skill. AIP Conference Proceedings, 2621(1), 1–8. https://doi.org/10.1063/5.0143375
  • O'Keeffe, L., Paige, K., & Osborne, S. (2019). Getting started: exploring preservice teachers' confidence and knowledge of culturally responsive pedagogy in teaching mathematics and science. Asia-Pacific Journal of Teacher Education, 47(2), 152–175. https://doi.org/10.1080/1359866X.2018.1531386
  • Paige, K., O'Keeffe, L., & Osborne, S. (2024). Silence is not an option: preservice teachers embedding First Nation knowledge and practices in primary/middle mathematics and science. International Journal of Science Education, 46(1), 28–45.
  • Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). Information Age Publishing.
  • Register, J., Fernandes, A., & Pugalee, D. (2022). Supporting preservice mathematics teachers' culturally responsive teaching: a focus on teaching for social justice. Mathematics, 10(6), 896. https://doi.org/10.3390/math10060896
  • Salem, W. M., & Tillis, G. E. (2021). Moving the Needle: (Re)Imagining antiracist education for our children. Multicultural Perspectives, 23(3), 167–172. https://doi.org/10.1080/15210960.2021.1982365 Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
  • Thomas, J. (2013). Culturally relevant pedagogy and preservice teacher education: A review of the literature. Multicultural Perspectives, 15(2), 98-105.
  • Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development (ASCD).
  • Villegas, A., SaizdeLaMora, K., Martin, A., & Mills, T. (2018). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. Educational Forum, 82, 138–155.
  • Webb, D. L., & LoFaro, K. P. (2020). Sources of engineering teaching self‐efficacy in a STEAM methods course for elementary preservice teachers. School Science & Mathematics, 120(4), 209–219. https://doi.org/10.1111/ssm.12403
  • Willinsky, J. (1998). Learning to divide the world: Education at empire's end. University of Minnesota Press.
  • Yin, R. (2014). Case Study Research Design and Methods. Thousand Oaks, CA: Sage.
  • Zeichner, K., & Liston, D. (2014). Reflective teaching: An introduction. Routledge.
  • Zippia. (2024). Teacher demographics and statistics in the US. Zippia. Retrieved December 28, 2024, from https://www.zippia.com/teacher-jobs/demographics
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Hea-jin Lee 0000-0002-9719-9671

Leah Herner-patnode 0000-0001-8492-6393

Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 21 Ağustos 2024
Kabul Tarihi 17 Ocak 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 14 Sayı: 1

Kaynak Göster

APA Lee, H.-j., & Herner-patnode, L. (2025). Equitable Mathematics Teaching for Diverse Learners: Connecting Preservice Teachers’ Beliefs and Practices. Journal of Teacher Education and Educators, 14(1), 38-57.