TEACHER CANDIDATES’ UNDERSTANDING OF EQUITABLE MATHEMATICS TEACHING.

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]