The MTE-Partnership Guiding Principles identify several indicators of the shared vision for the preparation and support of secondary mathematics teachers that are grounded in issues of equity and social justice. The Equity & Social Justice Working Group (ESJWG) responds to the challenges of those indicators, advising the MTE-Partnership community.
These challenges are not only directly related to preservice secondary mathematics teachers, but also mathematics teacher educators as well as program structures, policy, and partnerships.
ESJWG aims to improve preservice secondary mathematics teachers’ (1) equity-driven sociopolitical dispositions, and (2) knowledge and use of equitable teaching practices over the course of their preparation program. This aim is pursued through work on 6 primary drivers: PST beliefs and identities, PST instructional strategies, educative measures, policies, partners and stakeholders, and interaction with other RACs. The ESJWG’s driver diagram shows these primary drivers, as well as secondary drivers and our initial change ideas.
The work involves a research agenda in response to the first five drivers, while simultaneously working to support other RACs—often in spaces of overlap, but also specifically in response to equity and justice challenges of their work. Examples of our current work include, organized by change idea:
*Working Group Leader
For More Information
Contact Brian R. Lawler
Several opportunities for engagement are offered:
Resources for Getting Started
Aguirre, J., Herbel-Eisenmann, B., Celedón-Pattichis, S., Civil, M., Wilkerson, T., Stephan, M., Pape, S. & Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48, 124–147. https://doi.org/10.5951/jresematheduc.48.2.0124
Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K–8 mathematics: Rethinking equity-based practices. National Council of Teachers of Mathematics.
Atweh, B., Graven, M., Secada, W., & Valero, P. (Eds.). (2011). Mapping equity and quality in mathematics education. Springer.
Dyches, J. & Boyd, A. (2017). Foregrounding equity in teacher education: Toward a model of social justice pedagogical and content knowledge. Journal of Teacher Education, 86, 476–490.
Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers’ conversations. Journal of the Learning Sciences, 16, 37–79. https://doi.org/10.1080/10508400709336942
Langer-Osuna, J. & Esmonde, I. (2017). Insights and advances on research on identity in mathematics education. In Cai, J. (Ed.). First Compendium for Research in Mathematics Education (pp. 637–648). National Council of Teachers of Mathematics.
Rodriguez, A. J., & Kitchen, R. S. (2005). Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy. Erlbaum.