Introducing the Role of Being an Advocate in Mathematics Teacher Education

Resumo

Mathematics teacher education is often described in terms of the mathematical content and pedagogy that teachers need. However, recent calls for equity in mathematics education demand a broadening of this view. In this article, we articulate a theoretical description of what the role of being an advocate in language-diverse classrooms could involve and some of the practical challenges that mathematics teacher educators may have when introducing it, using empirical examples from our teacher education courses for teachers of Grades 1-7 in Norway. In the theoretical description of the role of being an advocate into mathematics teacher education, we distinguish between in-class advocacy and advocacy beyond the classroom and what these different kinds of advocacy might entail in language-diverse classrooms. The practical issues that we identified in raising different aspects of the role indicate the need for further research into how to raise preservice teachers' awareness about the role of being an advocate, in and outside of the classroom, in different cultural settings and how this knowledge could be used in teacher education to challenge preservice teachers' language ideologies and raise non-trivial issues.

Dados da obra

Tipo

Artigo

Periódico

Journal of Mathematics Teacher Education, v. 27, n. 5, p. 809-830

Editora

Springer Science+Business Media

Ano

2024 (2024-06-03)

Idioma

en

Palavras-chave

Mathematics Teachers; Mathematics Instruction; Teacher Education Programs; Equal Education; Pedagogical Content Knowledge; Multilingualism; Advocacy; Elementary School Teachers; Teacher Role; Foreign Countries; Cultural Awareness; Second Language Learning; mathematics teacher education; linguistic diversity; language ideology; equity in mathematics education; pre-service teachers; multilingual classrooms; cultural diversity

Temas

Formação de Professores de Matemática

DOI

10.1007/s10857-024-09629-3

ISSN

1386-4416, 1573-1820

Licença

cc-by

Acesso

Acesso aberto

Fontes

ERIC — Education Resources Information Center; OpenAlex

Na Biblioteca desde

27/09/2026 · verificada em 27/09/2026