Preservice Secondary Mathematics Teachers' Conceptualizations of Equity: Access and Power as Seen Through Vignette Responses

Abstract

Attention to equity in the mathematics education field has been growing in recent years. We have evidence that many novice secondary mathematics teachers do not feel prepared to teach in regards to diverse populations. We need to know more about how secondary preservice mathematics teachers (PSMTs) conceptualize equitable environments. This study investigates 30 secondary PSMTs' proposed responses to two hypothetical vignettes from mathematics department conversations regarding calculator usage and mathematical discourse, respectively, utilizing two of Gutiérrez's four dimensions of equity: Access and Power. Results suggest these PSMTs considered equity, equality, and creating a classroom that invites participation among other factors when thinking of an equitable approach with respect to calculator usage. When considering mathematical discourse, PSMTs cited the need to “model” proper use of mathematical language as well as to allow students to themselves verbalize it. Implications mathematics education and teacher education more broadly are to integrate equity and equality discussions in methods courses and to include strategies to facilitate productive discourse.