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Making Equity Considerations Explicit With Mathematics Discussion Approximations: Reflecting on Attempts and Challenges
Abstract
Supporting preservice teachers to learn to facilitate math discussions in ways that are both mathematically productive and equitable is a goal for many mathematics teacher educators (MTEs). In pursuit of this goal, MTEs may utilize approximations of practice, such as rehearsals of mathematics discussions or enactments in school settings. However, little is known about how MTEs integrate attention to equity considerations into work with such approximations. This chapter calls upon MTEs using approximations of practice to make their attention to issues of equity explicit and to engage in cycles of self-examination to hold themselves accountable for following through on commitments to equity. As an example, a self-study of one MTE's practice in an elementary mathematics methods course is shared. Findings identify challenges that the MTE encountered with maintaining an explicit equity focus with respect to mathematics discussion approximations. Implications for equity-oriented MTEs are discussed.
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