Dimensions of Equity within Preservice Teachers’ Responses to Equity Quotations

Secondary mathematics preservice teachers (PSTs) in mathematics methods courses at three different universities interpreted and responded to five quotations related to issues of equity in mathematics education. PSTs engaged with the quotations both individually, in writing, and as a whole class, in an inner-outer circle discussion. We used Gutiérrez’s (2009) dimensions of equity (access, achievement, identity, and power) to examine PSTs’ responses. Along with other course work, this activity created a space where PSTs were able to discuss issues of equity that could affect their future mathematics instruction.