Research examines effective mathematics teaching strategies for teacher candidates, suggesting inclusion and equity practices are essential.
This research-to-practice article supplements theresearch article Practice Makes Progress: LeveragingPractice-Based Teacher Education in MathematicsPedagogy Courses for Primary GradeLearners published in the journal The Dialog. Thisarticle presents suggestions based on a researchstudy that provided a research-based framework,Inclusive and Equity-based Mathematics Teaching(IEBMT), and examined how future teachers (referredto as teacher candidates) effectively plannedfor and taught mathematics activities in kindergartenclassrooms. This work is relevant to earlychildhood education professionals since researchsupports benefits in using inclusive and equity-based practices when teaching mathematics.
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Drew Polly (2025) studied this question.
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