Discussion highlights real-world connections to promote equitable curriculum in teacher education, suggesting new strategies for future teachers.
We, a teacher educator and two of my former students, discuss the role of meaningful real-world connections as a means to creating a more equitable and socially just mathematics curriculum. First, Felton-Koestler describes his use of real-world projects in courses for future teachers. Then Sutherland and Tracy describe their experiences with the projects and give examples of the real-world connections they made. Finally, we consider some of the themes across the prospective teachers’ work and future directions for implementing this form of teaching in teacher education courses.
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Felton-Koestler et al. (2024) studied this question.
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