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In this multiple-case study, we track the diverging paths of two teacher candidates enrolled in an undergraduate elementary mathematics methods course as they developed their understanding of equitable teaching practices that were central to their course learning objectives. The cases were purposefully selected based upon our previous finding that, by the end of the course, Mary and Rose were extreme opposites in terms of their implementation of equitable mathematics teaching practices they attributed to the course. Teacher preparation programs are designed to help beginning teachers develop the skills to teach content equitably to diverse learners. Thus, methods instructors must consider the ways that teacher candidates use their knowledge and skills in their teaching. [ABSTRACT FROM AUTHOR]

This exploratory study aims to unpack the equitable teaching practices that teacher candidates (n=55) attribute to their undergraduate elementary mathematics methods course at a four-year research-intensive institution, in the Mid-Atlantic region of the United States. We used a multiple-case approach which included the teacher candidates’ end of course surveys and final project video data of mathematics teaching. We compared teacher candidates’ understandings of and intentions for using equity focused practices to their actual teaching practices at the end of the course. Our findings demonstrate the need for ongoing support for enactment of equitable teaching practices which has implications for teacher preparation and teacher induction. [ABSTRACT FROM AUTHOR]