RUME 26
2024
Omaha, Nebraska
Exploring the Interplay Between Preservice Teachers' Mathematical Beliefs and EB Students' Mathematics Education
Page: 1112
We explored the intersections between two sets of pre-service teachers' beliefs, revealing potential relationships between beliefs about mathematics and beliefs about EB mathematics education. PSTs whose beliefs about mathematics were consistent with reform-oriented mathematics were identified as social constructivists, and they were more likely to express equitable beliefs about EB mathematics education. However, we find a more mixed pattern regarding beliefs about EB mathematics education among PSTs identified as moderately-traditionalists. Specifically, we find that the association between PSTs’ demographic backgrounds and engagement with EB issues and their endorsement of more moderate beliefs may differ across different groups of PSTs. This research contributes to understanding the complex interplay of teacher beliefs in mathematics and EB education, offering insights that can inform more effective teacher-preparation programs to enhance PSTs' ability to teach EB students effectively.