Equity in Mathematics Teacher Education: A Call to Teaching Beyond Anecdotes and Moving into Action

This report presents the results of the analysis of AMTE members’ responses to the question: How does your definition and perspective of equity in Mathematics Education transfer into your practice, especially working with prospective, novice, and experienced Mathematics Teachers (MTs)? Results showed that all respondents to this question do include activities that address issues of equity in their work with MTs. However, the content and contexts of those activities vary according to the respondents’ definition and perception of equity. Something common across most cases was an overreliance on scenarios and narrative approaches to address issues of equity in mathematics education courses with prospective MTs. These results are discussed, but first a descriptive summary of what the AMTE Equity Committee has learned from the overall survey results is provided, along with how the data—pertinent to this report—were analyzed.

Summary of Previous Reports

The AMTE Equity Committee conducted a survey of AMTE members’ perspectives regarding equity in mathematics teacher education and in relation to AMTE’s Equity Position Statement. The motivation of this exploration was rooted in the diverse ways that equity is conceived and implemented. Although AMTE’s position statement defines equity as access to high quality learning experiences, inclusion for all learners, mathematics educators, and mathematics teacher educators, and respectful and fair engagement with others, through the analysis and framing of the survey (distributed at the end of 2019) results, the Equity Committee has learned that there is no consensus on the definition of equity and its implementation in mathematics teacher educators’ (MTE) work. Some of these perspectives have been shared in previous issues of Connections, which we summarize below.

We have learned, for example, that MTEs’ work on equity should not only be built on teaching mathematics and definitions of equity, “but on every practice enacted in the mathematics classroom. Equitable, meaningful work in mathematics cannot be ignored and needs to be linked to the identities of those who are in the classroom […] recognizing that as a mathematics teacher, and mathematics teacher educator, one teaches mathematics and so much more” (LópezLeiva, 2020, np).

We have also learned that most AMTE members described equity as “providing access to resources in high-quality mathematics education and classroom environments that support the participation of all students” (Suazo-Flores et al., 2020, np), a definition that aligns with AMTE’s definition of equity as access to high-quality mathematics experiences. Two action items were suggested: (1) broadening AMTE’s definition of equity to explicitly include issues of identity and power (Felton-Koestler, 2017; Gutiérrez, 2009, 2013); and (2) developing MTEs’ self-awareness of their experiences and biases by systematically exploring their own teaching practices (e.g., Grant & Butler, 2018; Hjalmarson, 2017).

Moreover, we have also learned that experiences in methods courses such as intentional discussions, activities, and assignments aimed at developing greater awareness of one’s own privileges and oppression of minoritized students are not enough to improve racist attitudes and deficit ideologies toward these students and their families and communities, which affect how MTs teach these students. A methods course should intentionally integrate “field experiences designed to introduce TCs [teacher candidates] to a high-need school context, of which many are unfamiliar, may provide opportunities for TCs to examine their own biases and social positionality, notice inequities that exist in high-need school environments, and develop a deep understanding of these communities and school environments" (Edwards & Stoher, 2020, np).

Finally, the analysis of AMTE members’ responses on current equity issues in mathematics teacher education revealed five major concerns: 1) the recruitment and retention of teachers of color; 2) expansion of MTEs and prospective MTs various knowledge bases of content and equitable practices; 3) need for resources; 4) inconsistency and need for revising the relevancy of teacher preparation programs so MTs can meet the needs of today’s students, teachers, and communities; and 5) organize and work on systemic issues (Zavala et al. 2021). The results focus on how MTEs operationalized their definition of equity into their mathematics methods courses to support MTs’ awareness and inclusion of equity in teaching and learning mathematics.

Current Report

Methods 

A total of 357 members responded to the survey, but only 163 respondents answered most of the questions. For the new results shared here, the Equity Committee coded the answers to Question 2 (Q2) of the survey: How does your definition and perspective of equity in Mathematics Education transfer into your practice, especially working with prospective, novice, and experienced MTs (in this study we refer to prospective MTs, unless marked otherwise, when we use terms such as MTs, Teacher Candidates [TCs], and pre-service or prospective teachers [PTs])? Given that the answers addressed the MTEs’ course teaching practices on issues of equity, the coding process was trifold in each response. First, four types of assignments were identified in the members’ responses, such as: homework, class discussions, engaging in mathematics teaching practices, and oriented to building capacity (i.e., explicitly addressing issues of equity in their teaching and reflections) assignments. The next aspect analyzed was the context of the assignments, which included: using scenarios or examples for reflection, infusing alternative pathways to learning, MTs’ own identities, and enacting teaching practices. The final coded aspect was the topics or content addressed in those assignments. A total of 56 categories of topics were identified in the responses. Responses sometimes addressed more than one topic. Through a comparative and contrastive analysis, the initial categories were reduced to 14 topics, and finally narrowed down to seven general topics that aimed to address equity issues in the MTEs’ methods courses assignments and teaching practices. These topics included: focusing on MTs’ personal transformation to work with minoritized students, critical sociopolitical perspectives in mathematics teaching and learning, high-level mathematics and content standards, student-centered teaching practices, equity-based and culturally responsive mathematics practices, indifferent to issues of equity, and addressing equity issues in general terms. Frequency of these three aspects were quantified and are presented below.

Findings

Type of Assignments

Results, as portrayed in Figure 1, show that respondents predominantly address issues of equity in their methods courses through assignments or activities to be completed via homework (22.3%) and/or class discussions (45.8%). 22.3% of the assignments included field experiences connected to equity issues in teaching and learning mathematics, and 9.6% of the assignments engaged in building MTs’ teaching capacity in the context of explicitly addressing issues of equity in the mathematics (e.g., “I work with future teachers to embed mathematics talk and culturally responsive practices in daily routines in schools so that all children fall in love with math. They examine their identities as mathematicians and to address their own lack of experiences or trauma around mathematics”).

Figure 1: Type of Equity-Oriented Assignments in MTEs’ Methods Courses

The assignments portrayed in Figure 1 were reported in the MTEs’ answers, and in one response several methods could have been mentioned. Therefore, the given percentages are not exclusive of each other, but they give us an idea of the proportion of assignments used by MTEs who answered the survey. Underlined words in the quote below present such integration:

13: I engage PTs in conversations regarding how they perceive classroom situations and identify what they notice—or attend to—during the teaching and learning process, both in the mathematics classroom as well as their field experiences based on class discussions, group conversations, as well as assignment reflections.

Respondent 13 describes an integration of assignments that included reflections on classroom situations through classroom discussions, homework, and field experiences where students engaged in mathematics teaching. This integration of field experiences and classroom/homework reflections has been reported as crucial in teacher preparation. MTEs can facilitate a dialogue with MTs, which can help MTs examine their own dispositions and beliefs and apply them to practice (He & Cooper, 2009). “[I]t is impossible to teach people how to teach powerfully by asking them to imagine what they have never seen or to suggest they ‘do the opposite’ of what they have observed in the classroom” (Darling-Hammond, 2006, p. 308). In fact, Jackson and Jong (2017) argue that MTs should be “not only focusing on issues of equity in the mathematics methods courses, but aligning it with PSTs’ practicum experience as well” (p. 78).

While reflection integration across assignments was present, MTEs also reported independent use of assignments. The most common assignment or task to address issues of equity in MTEs’ work was classroom discussions. Below are some examples of these responses. Note how all respondents describe targeting issues of equity in their work.

57: I underscore that all students (all populations) are capable of learning mathematics and deserve access to mathematical ideas. I also assign readings and conduct discussions that focus on equity in math, including the role bias plays

92: We discuss equity and ways of implementing equal equity in our teaching practices and opportunities provided to all of our students.

74: Explaining my experiences and calling on students to examine their own experiences with equity in mathematics and making the work of inclusion and equity a mandatory part of teaching practice.

38: My definition of equity is present in my practice in that I teach my prospective teachers that all of their students can learn mathematics and that they should not assume a poor student, an ELL, a student with disabilities or any student cannot perform mathematically. I show them how a student that learns conceptually can develop an understanding of procedures. I also show them how allowing students to solve problems in a way that makes sense to them gives them a personal foundation of mathematics knowledge. I also discuss and demonstrate with prospective teachers the ways that we can differentiate our instruction so that we are giving each student the instruction that they need at their level without compromising the objective of the lesson.

Over 2/3 of the respondents described the use of classroom discussions and homework to address issues of and work toward equity in mathematics education. Explanations and the use of readings were prevalent approaches in MTEs’ practices. Whether these approaches or assignments are integrated or not is something important to consider, and what is relevant to highlight here is the fact that less than 1/3 of MTEs are including practice-field-based oriented approaches for MTs to become aware of and act against issues of equity in mathematics teaching and learning. Thus, talk-based equity approaches are limiting because the experiencing of what equity might look and feel like in practice is still just a told story (Darling-Hammond, 2006). Thus, if we want to promote deeper reflections on and actions against issues of equity, we, as MTEs, need to include in our work assignments activities that allow MTs to address issues of equity beyond talking and discussing. We need to seriously consider contexts of assignments that would facilitate actions and experiences that can provide access to experiential situations where MTs can “see” and live in their own skin the importance, awareness, and changes that acting on issues of equity brings. In their work Equity Pedagogy, Cherry McGee and James Banks (1995) argued:       

Reflective self-analysis cannot be a one-time event. Multicultural awareness can result only from in-depth work on self. It requires the unraveling of myths that perpetuate social class, gender, and racial privilege […] and a commitment to maintaining multicultural awareness and action (p. 156).

These authors help us realize that issues of equity, while rooted in biased myths, can only be addressed through a continuous cycle of awareness, caring, and action. Without actions, inequity is alive. The next sections present details about the assignment context and topics.

Context of the Assignments

Results regarding the context of the assignments corroborated the overemphasis on the use of verbal-oriented rather than action-oriented approaches on teaching about issues of equity. By ‘context’, we refer to what MTEs designed for MTs to draw from to think about issues of equity in the assignments. For example, it could be that during a class discussion assignment the context of the conversation were scenarios or examples on issues of equity that were used to promote reflection. These examples could have been connected to real-life events or not, but the fact is that there was no direct link between the course participants and the event. In another example, it could be that during a class discussion assignment, MTs discussed issues of equity that they were having in their field experiences, so in this case the context of the discussion was their enacted teaching practices and associating them with issues of equity. As Figure 2 portrays, more that 76% of (i.e., three out of four) MTEs use scenarios or examples as contexts to teach about issues of equity, and less than 2% use the enacting of equity-based teaching practices as a context to teach about equity.

Figure 2: Context of the Equity-Oriented Assignments in MTEs’ Methods Courses 

The over use of scenarios and examples can be justified in the fact that they can be helpful to target issues of equity since they provide a ‘fictional’ context that can be analyzed in detail and deconstructed without direct connection to those who are reflecting on the issue; thus, personal connections and “on the spot” feelings can be avoided and critical reflections can focus on the equity issue being addressed without real, immediate, direct consequences for the MTs and children involved in the scenarios. Some examples of this use include:

59: We discuss equity in terms how to teach mathematics in an inclusive way to all students. This discussion is ongoing, with examples and nonexamples happening through planned discussions as well as organically when situations arise.

62: I focus on access - across the board both in my mathematics methods courses and in my assessment courses. The focus in the pedagogy is on knowing the student, understanding their thinking, and selecting instructional moves that meet the needs of those students. Every reading is in some way connected to equity. Implicit bias modules are completed by every student in my assessment classes - which are required courses for every student in the program. Equity is everywhere.

Scenarios are a strong tool to discuss potential issues of equity and possible solutions. The purposeful use of readings and examples “can guide mathematics teacher educators next steps in developing MTs’ ability to reflect on and integrate critical issues related to equity in the mathematics classroom” (Jackson & Jong, 2017, p. 79). The contexts of the assignments also included MTs’ identities (16.1%) and alternative accommodations for learning of students (5.4%) to reflect on and address issues of equity. These contexts provide MTs a more concrete connection to issues of equity. These closer connections can become catalyzers for MTs’ deeper understandings on and in situ transformative practices regarding equity. As Morales-Doyle and colleagues (2021) argue, when MTs were immersed in schools and dealt with teaching directly:

“their focus shifted toward ethical considerations and toward providing students with access to structures that would support their learning. At the same time, they made more references to structures of racism. In fact, there is evidence that their increased focus on developing their practice as a teacher was inextricably related to their evolving ideological commitments and sociopolitical understandings” (p. 57).

As MTEs, we are learning that for the focus on issues of equity in our work with MTs, we need to move back-and-forth—between conceptual understandings, personal commitments, critical awareness, and practice—in the process of reflecting and addressing issues of equity. Because of the results, we must highlight the gap in our MTEs’ teaching practices, which is to include more practice-based oriented contexts to address and ACT on issues of equity in mathematics.

Content of the Assignments

The content of the equity-related assignments described by respondents included: student centered approaches (28%), equity in general terms (18.6%), critical perspectives to mathematics education (17.4%), high-level mathematics (12.6%), and equity-based and culturally-responsive teaching practices (12.3%). Figure 3 displays these percentages.

Figure 3: Content of the Equity-Oriented Assignments in MTEs’ Methods Courses

The AMTE members’ responses show that the topics of examples or scenarios used varied across MTEs’ courses. The use of examples and the type of assignments were intricately linked to the MTE’s specific definition of equity. Excerpts below present such links:  

124: I believe that equity in the courses means providing high quality and innovative teaching methods. This will guarantee that students from my university will be prepared as well as, for example, students pursuing degrees at Harvard or Cornell.

76: I hear my own students say things like "some people (i.e., girls) aren't innately good at spatial reasoning" or "not everyone is algebraically inclined", and I directly challenge those statements in class. I push my student teachers to have a growth mindset about everyone. I also push culturally relevancy and social justice in curriculum.

42: My perspective of equity in Mathematics Education drives my course design. Key assignments, class work, readings and discussion all incorporate aspects of culturally responsive pedagogy and emphasize the importance of promoting multiple approaches to accessing and solving content and skills and their application to problems. I work with MTs to identify authentic and meaningful community-based problems and issues that allow all students to see how they can combine their funds of knowledge with their emerging mathematics knowledge to make a difference in their own worlds.

Content meant to address equity in the classroom had a different ‘flavor’ depending on the MTE’s guiding definition of equity. Consequently, ‘access’ also had a different connotation. The excerpts above present these diverse foci of promoting access, which ranged from centering on teaching and learning ‘high-level’ mathematics to culturally responsive mathematics and funds of knowledge. The fact that MTEs’ definitions overlapped with that of AMTE on certain points, such as access, it did not mean that MTEs have a unanimous consensus on ‘access’ to what. Perhaps, these contrasting points can help us further explore the multiple connotations of access and equity. Perhaps, these connotations could have a different emphasis when situated in action, when extend beyond a mathematics methods course, and a single definition of equity. 

Discussion

From the survey results, we have learned that there is a wealth of knowledge on equity held by MTEs, AMTE members. If we could only share the methods, assignments, and approaches toward equity that we use in our MTE practices! Perhaps this action could not only help all of us grow, but especially support those within our AMTE community, who are open, willing, and needing to learn more about addressing issues of equity, as it is depicted in excerpt below:

I am a new faculty member, and I confess to having some difficulty figuring out where equity fits into my mathematics content and methods courses. I have very little knowledge about when/how (and whether) equity is addressed in their other courses. I absolutely believe equity belongs in my math ed courses, but I'm not sure how to integrate that content with the existing content that I'm expected to teach. This is something I will continue to work on as my practice develops.

What if equity was explicitly central in all methods courses? If approaches to issues of equity were addressed beyond stories and scenarios? If MTs and MTEs learned issues of equity from the communities and students themselves? Whose definition would we follow then and why? Who determines our definition of equity? Perhaps, these are some equitable questions when thinking about and planning for teaching issues of equity. We have some examples of active participation of MTs in this process of thinking, learning, and enacting that may promote MTs’ deeper understanding of equity in situ (e.g., Felton-Koestler, 2017; Fernandes, 2012; LópezLeiva et al., 2019; Ramsay-Jordan, 2020). While we know that to prevent the perpetuation of deficit thinking toward minoritized students’ communities MTs must have an appropriate training before entering these communities (Kitchen, 2005), based on our results we respectfully encourage and challenge MTEs to strategize to include course experiences that go beyond anecdotes and instead provide opportunities for MTs to learn and implement equity practices in action.

References

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