Initiating a Conversation about Expertise in Designing Elementary Mathematics Methods Courses for Equity
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Resumo
Many elementary education programs have only one mathematics methods course designed for preservice teachers (PTs). Such courses typically cover a range of content and present a challenge for mathematics teacher educators (MTEs) who strive to prepare their PTs to teach mathematics in equitable and humane ways. Due to the "stand-alone" nature of these semester-long courses, additional expertise is required for MTEs who desire to intentionally and authentically attend to equity and support PTs in developing pedagogy that aims for equity as outlined by (Gutiérrez, in: Herbel-Eisenmann, Choppin, Wagner, Pimm (eds) Equity in discourse for mathematics education, Springer, Berlin, 2012). In this paper, we take a first step at outlining this expertise by proffering a framework for conceptualizing MTE curricular knowledge for designing mathematics methods courses for equity. Using 12 syllabi for stand-alone elementary mathematics methods courses in initial teacher licensure programs from MTEs who have demonstrated expertise in the field of equitable mathematics teaching (MTE-EEs), we examined how aspects of their curricular expertise were evidenced in course descriptions, goals, objectives, assignments, topics, and related readings. Findings indicated that MTE-EEs often included similar design features in their courses and concentrated their attention to equity on access and identity. Implications and future directions for research are discussed.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Teacher Education
- Ano
- 2025
- Idioma
- en
- Palavras-chave
- Expertise; Instructional Design; Elementary School Mathematics; Mathematics Education; Methods Courses; Equal Education; Preservice Teacher Education; Preservice Teachers; Mathematics Instruction; Mathematics Curriculum; Teacher Education Curriculum; Course Descriptions; Educational Objectives; Assignments
- Temas
- Currículo, Formação de Professores de Matemática
- ISSN
- 1386-4416
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SMITH, Erin; WILSON, Jonee. Initiating a Conversation about Expertise in Designing Elementary Mathematics Methods Courses for Equity. Journal of Mathematics Teacher Education, 2025. Disponível em: http://dx.doi.org/10.1007/s10857-024-09670-2. Acesso em: 5 nov. 2026.
APA
Smith, E., & Wilson, J. (2025). Initiating a Conversation about Expertise in Designing Elementary Mathematics Methods Courses for Equity. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-024-09670-2
BibTeX
@article{smith2025,
author = {Smith, Erin and Wilson, Jonee},
title = {Initiating a Conversation about Expertise in Designing Elementary Mathematics Methods Courses for Equity},
year = {2025},
journal = {Journal of Mathematics Teacher Education},
url = {http://dx.doi.org/10.1007/s10857-024-09670-2},
language = {en}
}RIS
TY - JOUR AU - Smith, Erin AU - Wilson, Jonee TI - Initiating a Conversation about Expertise in Designing Elementary Mathematics Methods Courses for Equity PY - 2025 JO - Journal of Mathematics Teacher Education UR - http://dx.doi.org/10.1007/s10857-024-09670-2 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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