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Equity Vignettes: A Practice-Based Resource

Artigo2025

Liza Bondurant; Jane Wilburne; Dana Pomykal Franz

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Resumo

This design case examines the use of equity vignettes, brief, classroom-based scenarios of common equity dilemmas, embedded within a structured instructional sequence in secondary mathematics teacher preparation. Drawing on the FAIR Framework for anti-deficit noticing and the Educator Mindsets for Equity (EME) continua, we implemented six vignettes in a mathematics methods course with 13 teacher candidates (TCs) preparing to teach in socioeconomically and racially diverse districts. Each vignette was paired with targeted readings, guided noticing prompts, small-group debriefs, and individual written reflections. We analyzed 78 written responses to explore how TCs' decisions reflected orientations along the FAIR and EME continua. Most TCs demonstrated anti-deficit noticing and equity-oriented mindsets in scenarios related to race and honors tracking, rehumanizing assessment, and cultural responsiveness. However, responses to gender identity, remedial tracking, and multilingual learner scenarios revealed more avoidant or deficit orientations, highlighting domains requiring additional scaffolding. By integrating sociopolitical analysis into practice-based teacher education, equity vignettes can help surface and disrupt deficit frames, prompting TCs to critically reflect on their beliefs, identities, and instructional choices. We offer theoretically grounded, adaptable tools that other mathematics teacher educators can use to cultivate equity-centered noticing and decision-making, particularly in the sociopolitical realities of urban mathematics classrooms.

Dados da obra

Tipo
Artigo
Periódico
Journal of Urban Mathematics Education
Ano
2025
Idioma
en
Palavras-chave
Equal Education; Vignettes; Secondary School Mathematics; Preservice Teacher Education; Preservice Teachers; Methods Courses; Race; Honors Curriculum; Humanization; Educational Assessment; Gender Identity; Educational Practices; Decision Making; Urban Education; Mathematics Teachers; Teacher Role; Culturally Relevant Education
Temas
Avaliação, Currículo, Formação de Professores de Matemática
ISSN
None
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BONDURANT, Liza; WILBURNE, Jane; FRANZ, Dana Pomykal. Equity Vignettes: A Practice-Based Resource. Journal of Urban Mathematics Education, 2025. Disponível em: https://eric.ed.gov/?id=EJ1494893. Acesso em: 5 nov. 2026.

APA

Bondurant, L., Wilburne, J., & Franz, D. P. (2025). Equity Vignettes: A Practice-Based Resource. Journal of Urban Mathematics Education. https://eric.ed.gov/?id=EJ1494893

BibTeX
@article{bondurant2025,
  author = {Bondurant, Liza and Wilburne, Jane and Franz, Dana Pomykal},
  title = {Equity Vignettes: A Practice-Based Resource},
  year = {2025},
  journal = {Journal of Urban Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1494893},
  language = {en}
}
RIS
TY  - JOUR
AU  - Bondurant, Liza
AU  - Wilburne, Jane
AU  - Franz, Dana Pomykal
TI  - Equity Vignettes: A Practice-Based Resource
PY  - 2025
JO  - Journal of Urban Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1494893
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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