PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 1)
2012
Portland, Oregon
Future Teachers’ Intentions for Gender Equity: How Are These Carried Forward into Their Classroom Practice?
Page: 1-164
Mathematics teachers at all levels are called to promote gender equity in their classrooms. During a college course on mathematics and gender, future K-12 teachers indicated their intentions to foster gender equity in their own classrooms. To investigate whether, and how, this resolve for equity persisted and influenced their own classroom practice, we present case study data of four former students from this course. Using a grounded approach (Glaser, 1992) to analyze classroom observations and semi-structured interviews, we report how closely the former students’ current descriptions of an equitable classroom align with their classroom practice, and with NCTM’s call for equity. We find that these teachers’ self- assessment of their success in achieving equitable classrooms appears to be accurate. We also highlight the learning experiences they feel most contributed to their views and practice regarding equity and equitable teaching. The results suggest possible implications for mathematics teacher preparation programs.