Pre-Service Teachers Conceptions of Equity in Secondary Mathematics Education

This study investigated how pre-service mathematics teachers (PSMTs) understand equity-based pedagogies and apply equity-based pedagogical methods in their instructional planning. A central goal among educators is improving the academic achievement of racially minoritized groups, such as Black and Latinx students, who are often overlooked by traditional pedagogies. This goal has shaped the foundation of culturally relevant pedagogy and other equity-based teaching approaches. This research study focused on the intersection of equity-based pedagogical methods and secondary mathematics teaching and learning involving PSMTs in the third year of their teacher education program. Through an analysis of a discussion post assignment, a focus group interview, a student-created lesson plan, and reflections on lesson planning, this instrumental case study revealed how PSMTs planned to implement equity-based pedagogies in diverse secondary mathematics classrooms, which showed their understanding of the theory behind these pedagogies. The study results revealed that the PSMTs consistently understand the importance and need for equity-based pedagogies and plan to implement them by using tasks that engage students with real-world and culturally relevant materials. However, the results also reveal that PSMTs are challenged by applying the pedagogies within their lessons in an authentic context. Recommendations to build on the results of this study include methods of how PSMTs are taught to apply equity-based pedagogies in teacher education programs and best practices for PSMTs applying equity-based pedagogies within specific mathematics content.