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Preservice Teacher Views on Roles in Promoting Equitable Mathematical Proficiency
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Author(s): Jie Shi Liew (Southern Illinois University, Carbondale, USA), Rosalba Alvarado Acevedo (Southern Illinois University, Carbondale, USA)and Ho-Feng Chueh (Southern Illinois University, Carbondale, USA)
Copyright: 2025
Pages: 38
Source title:
Diversity, Equity, and Inclusion for Mathematics and Science Education: Cases and Perspectives
Source Author(s)/Editor(s): Cheng-Yao Lin (Southern Illinois University, Carbondale, USA)and Li Sun (Augustana University, USA)
DOI: 10.4018/979-8-3373-0345-1.ch001
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Abstract
This book chapter employs a mixed-methods survey research design, integrating both closed- and open-ended questions to explore the perceptions of pre-service teachers in their initial training phases regarding their responsibilities in embedding diversity, equity, and inclusion (DEI) principles into the instruction of mathematical proficiency. A cohort of forty-two pre-service teachers participated in this study. The results revealed that pre-service teachers who value DEI are more likely to advocate for equitable mathematical proficiency, while those confident in addressing DEI-related challenges are inclined to adopt inclusive pedagogical practices in their future teaching environments; furthermore, the pre-service teachers' viewpoints on DEI and mathematical proficiency significantly influence their future instructional strategies. The insights derived from this research have the potential to enhance professional development initiatives within teacher education programs aimed at fostering inclusive mathematics education.
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