Practice Makes Progress in Mathematics: A Research to Practice Summary

Authors

  • Drew Polly

DOI:

https://doi.org/10.55370/thedialog.v28i2.1919

Keywords:

Early Childhood, elementary schools, mathematics education, practice-based teacher education, Practicum, equity-based pedagogies

Abstract

This research-to-practice article supplements the
research article Practice Makes Progress: Leveraging
Practice-Based Teacher Education in Mathematics
Pedagogy Courses for Primary Grade
Learners published in the journal The Dialog. This
article presents suggestions based on a research
study that provided a research-based framework,
Inclusive and Equity-based Mathematics Teaching
(IEBMT), and examined how future teachers (referred
to as teacher candidates) effectively planned
for and taught mathematics activities in kindergarten
classrooms. This work is relevant to early
childhood education professionals since research
supports benefits in using inclusive and equity-
based practices when teaching mathematics.

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Published

2025-08-31

Issue

Vol. 28 No. 2 (2025): STEM

Section

Research-to-Practice Summaries

License

Copyright (c) 2025 Drew Polly

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/).