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Mathematics Learning, Teaching, and Equity in Policy and Programs: The Case of Secondary Mathematics Teacher Education in the United States

Artigo2022

Eryn M. Maher; Hyunyi Jung; Jill A. Newton

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Resumo

Professional organizations have provided recommendations for mathematics teaching and learning; however, few studies have investigated the practical integration of those recommendations into mathematics teacher education programs. In this study, we examine how the reported--"big ideas" of courses in secondary mathematics teacher education programs emphasized the content and teaching practices necessary for future mathematics teachers, as recommended by policy documents. As part of a larger study, we conducted a series of interviews in secondary mathematics teacher education programs at four universities (names are descriptive pseudonyms): Great Lakes University (GLU), Midwestern Research University (MRU), Midwestern Urban University (MUU), and Southeastern Research University (SRU). We selected the institutions and programs based on their Carnegie Classification, the types of communities in which they were situated, the average number of graduates from a program, the departmental homes of their secondary mathematics education programs, and the demographics of their student populations. The analysis of data collected from 12 courses across four universities revealed specific ways in which big ideas in secondary mathematics teacher education programs emphasized areas related to mathematics learning, teaching, and issues of equity and access.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Education in Mathematics
Ano
2022
Idioma
en
Palavras-chave
Mathematics Instruction; Equal Education; Educational Policy; Preservice Teacher Education; Secondary Education; Pedagogical Content Knowledge; Access to Education; Best Practices; Professional Associations; Required Courses; Teacher Education Curriculum; Teacher Educators; Student Diversity; Course Objectives
Temas
Currículo, Formação de Professores de Matemática, Práticas Pedagógicas
ISSN
EISSN-2147-611X
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MAHER, Eryn M.; JUNG, Hyunyi; NEWTON, Jill A.. Mathematics Learning, Teaching, and Equity in Policy and Programs: The Case of Secondary Mathematics Teacher Education in the United States. International Journal of Education in Mathematics, 2022. Disponível em: https://eric.ed.gov/?id=EJ1340509. Acesso em: 5 nov. 2026.

APA

Maher, E. M., Jung, H., & Newton, J. A. (2022). Mathematics Learning, Teaching, and Equity in Policy and Programs: The Case of Secondary Mathematics Teacher Education in the United States. International Journal of Education in Mathematics. https://eric.ed.gov/?id=EJ1340509

BibTeX
@article{maher2022,
  author = {Maher, Eryn M. and Jung, Hyunyi and Newton, Jill A.},
  title = {Mathematics Learning, Teaching, and Equity in Policy and Programs: The Case of Secondary Mathematics Teacher Education in the United States},
  year = {2022},
  journal = {International Journal of Education in Mathematics},
  url = {https://eric.ed.gov/?id=EJ1340509},
  language = {en}
}
RIS
TY  - JOUR
AU  - Maher, Eryn M.
AU  - Jung, Hyunyi
AU  - Newton, Jill A.
TI  - Mathematics Learning, Teaching, and Equity in Policy and Programs: The Case of Secondary Mathematics Teacher Education in the United States
PY  - 2022
JO  - International Journal of Education in Mathematics
UR  - https://eric.ed.gov/?id=EJ1340509
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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