Examining the Influence of Practice-Based Teacher Education Approaches on Primary Grades Teacher Candidates’ Development of Inclusive and Equity-Based Mathematics Teaching

Abstract

This article proposes the construct of Inclusive and Equity-Based Mathematics Teaching (IEBMT), a synthesis of theory and research for effective mathematics teaching for all students. There is a critical need for educator preparation programs to intentionally design course activities and clinical practice experiences to provide teacher candidates (TCs) with ample, worthwhile experiences to develop the knowledge and skills required to be an effective teacher for all students. The study examines how practice-based teacher education (PBTE) approaches in two elementary education mathematics pedagogy courses influenced TCs enactment of IEBMT. The inductive analysis of teacher candidates’ projects and reflections indicated that they were adequately prepared to support learners who had knowledge of the counting sequence and were able to accurately count a set of 5 objects. However, teacher candidates reported and demonstrated in their project a desire and a need for further opportunities to develop classroom- based skills at observing or listening to primary grade learners and quickly making effective instructional decisions about future activities and questions based on what they notice. The article concludes with implications for both course activities and clinical practice experiences for teacher candidates to support their capacity to teach mathematics effectively.