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Toward an equity pedagogy for school mathematics: An investigation of pre-service elementary teachers' conceptions.

机译：走向学校数学公平教学法：对职前基础教师观念的调查。

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摘要

Increasing diversity in the United States has impacted the goals of education to focus greater attention on issues of race, culture, and equity. In school mathematics data indicate that African American, Latino, and Native American students continue to trail their White and Asian American peers on most measures of achievement and persistence and that these students lack access to mathematics education that allows them to thrive in school and society. Researchers and mathematics educators suggest that progress toward equity in mathematics education can be made when teachers of mathematics implement equity pedagogy that supports the mathematics learning and achievement of diverse learners. Teachers' knowledge of mathematics, their preparation to teach mathematics, and their beliefs about and skill for teaching diverse students are all aspects of equitable instruction.;This study investigated conceptions of equity held by pre-service elementary teachers who were enrolled in a mathematics methods course. These pre-service teachers' discourse with respect to race in the context of mathematics education was also investigated with specific attention to if and how they addressed race and their explanations of why race was or was not addressed with respect to equity in school mathematics. The practical objective of the study is to determine pre-service teachers' existing conceptions, knowledge, and dispositions in order to identify the ways in which they can be further supported in learning to teach for equity in school mathematics.;In the first stage of the study data collected through a questionnaire were used to determine participants' conceptions of equity in mathematics education and to identify participants as Silent or Vocal on issues of race in this context. Data analyses indicated that pre-service elementary teachers in this study, who were mostly White females, held narrow conceptions of equity that largely focused upon equity in terms of equality. Further, while participants attended to issues of gender and socioeconomic status with respect to equity in school mathematics, attention to issues of racial equity were less prevalent. In the second stage of the study, participants' conceptions of equity were further examined through interviews. Interviews were used to investigate participants' discourse about race in mathematics and their explanations of why race was or was not addressed. Data analyses from the second stage indicated that these pre-service elementary teachers did not address race because they feared offending others or being labeled racist, believed that race was not relevant to mathematics, and had limited opportunities to address issues of racial equity during their teacher education program. These results indicate that in order to learn to teach for equity in school mathematics pre-service teachers require greater opportunities to broaden their conceptions of equity and to engage in discourse that allows them to gain insight into the ways in which race does or does not matter in mathematics education.
机译：美国日益多样化的教育影响了教育目标，使人们更加关注种族，文化和公平问题。在学校数学数据中，非裔美国人，拉丁裔和美国原住民学生在大多数成就和毅力衡量上继续落后于白人和亚裔美国人，这些学生缺乏接受数学教育的机会，这使他们能够在学校和社会中蓬勃发展。研究人员和数学教育者建议，当数学教师实施公平教育法以支持数学学习和多样化学习者的学习时，就可以在数学教育中取得平等进步。教师的数学知识，他们的数学教学准备以及他们对不同学生的教学信念和技能都是公平教学的各个方面。本研究调查了参加数学方法的职前小学教师所持的公平观念。课程。在数学教育的背景下，还对这些职前教师关于种族的话语进行了调查，并特别关注他们是否以及如何解决种族问题，以及对为什么在学校数学平等方面解决种族问题的解释。该研究的实际目标是确定职前教师的现有观念，知识和性格，以便确定在学习学校数学公平性方面可以进一步支持他们的方式。通过问卷调查收集的研究数据用于确定参与者在数学教育中的平等概念，并在这种情况下将参与者识别为种族问题的沉默或声乐。数据分析表明，本研究中的职前小学教师主要是白人女性，他们拥有狭窄的平等观念，而平等观念主要侧重于平等。此外，虽然参与者关注学校数学公平方面的性别和社会经济地位问题，但对种族公平问题的关注却不那么普遍。在研究的第二阶段，通过访谈进一步研究了参与者的公平观念。访谈被用来调查参与者关于数学竞赛的话语以及他们对为什么竞赛没有解决的解释。第二阶段的数据分析表明，这些职前小学教师之所以没有解决种族问题，是因为他们担心冒犯他人或被标签为种族主义者，认为种族与数学无关，并且在其教师中解决种族平等问题的机会有限。教育计划。这些结果表明，为了学习学校数学中的公平教育，职前教师需要更多的机会来拓宽他们的公平观念并进行话语交流，从而使他们能够洞悉种族的重要性或重要性。在数学教育中。

著录项

  • 作者

    Johnson, Delayne Yvette.;

  • 作者单位

    University of Delaware.;

  • 授予单位 University of Delaware.;
  • 学科 Education Mathematics.;Education Bilingual and Multicultural.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 239 p.
  • 总页数 239
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;
  • 关键词

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