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首页> 外文期刊>Journal of mathematics teacher education >Learning about issues of equity in secondary mathematics teacher education programs
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Learning about issues of equity in secondary mathematics teacher education programs

机译：学习次要数学教师教育方案的股权问题

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Understanding how mathematics preservice teachers (M-PSTs) learn about issues of equity is essential to addressing the inequities that persist in mathematics education. In this article, we use (Gutie′rrez, in: Herbel-Eisenmann, Choppin, Wagner, Pimm (eds) Equity in discourse for mathematics education: theories, practices, and policies, Springer, New York, 2012a) aspects of equity (i.e., access, achievement, identity, and power) to describe the reported opportunities to learn about equity (Equity OTLs) in five purposefully chosen secondary mathematics teacher education programs. Data included interviews with M-PSTs and instructors from four types of courses—mathematics content, mathematics for teachers, mathematics education, and general education—in each program. The mathematics- and algebra-specific Equity OTLs were most frequently related to issues of access and achievement, whereas the Equity OTLs reported in general education courses were more often related to issues of power and identity. In addition, the two programs housed in universities with more diverse populations had a relatively greater reported emphasis on equity. Implications for teacher education and future research are discussed.
机译：了解数学保证人教师（M-PSTS）如何了解股权问题对于解决持续存在于数学教育的不公平，这是必不可少的。在本文中，我们使用（Gutie'Rrez，IN：Herbel-Eisenmann，Choppin，Wagner，PIMM（EDS）在话语中进行话语：理论，做法和政策，Springer，New York，2012A）的股权方面（即，获取，成就，身份和权力）描述报告的机会，了解五个有目的选择的次要数学教师教育计划中的股权（股权OTLS）。数据包括对来自四种类型的课程 - 数学内容，教师，数学教育和一般教育的数学课程，数学，在每个方案中采访。数学和代数特定的股权OTL最常与获取和成就问题有关，而一般教育课程报告的股权OTL往往与权力和身份问题相关。此外，拥有更多不同人群的大学的两个方案相对较大，报告的重点是股权。讨论了对教师教育和未来研究的影响。

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