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Award ID contains: 1758401

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  1. ; ; ; (, Mathematics Education Research Journal)
    Full Text Available 
  2. ; ; ; (, PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION)
    Lischka, Alyson E.; Dyer, Elizabeth B.; Jones, Ryan Seth; Lovett, Jennifer N.; Strayer, Jeremy; Drown, Samantha. (Ed.)
    This report is part of a larger, longitudinal study focusing on the development of equity-related knowledge, beliefs, and practice across 68 individuals and five teacher preparation programs. In this brief report, we seek to unpack the ways five preservice and beginning mathematics teachers think about equity, especially as it relates to their current and future teacher practice. Analysis of interview data from these participants suggest as many as twelve different aspects of equity reflected in their thinking, as well as multiple actions teachers could take to promote equity including raising expectations, rejecting deficit views, and using complex instruction. 
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