Supporting teacher candidates’ conceptions of equitable mathematics teaching: using exposure and experience in elementary mathematics methods courses

Elementary mathematics methods courses may provide a lever to help support teacher candidates in their trajectory to becoming equitable mathematics teachers. To support the rising generation of mathematics teachers, mathematics teacher educators (MTEs) must critically analyze approaches to equity within and across teacher preparation programs. This study investigates an elementary mathematics course centering equitable mathematics teaching and learning (EMT), rather than isolating or using it as a supplementary aspect. We consider a framework of the teacher learning trajectory (Turner et al., 2012) where teacher candidates learn initial practices, make connections, and then incorporate these practices into their teaching. We extend this framework by considering the exposure and experiences of students learning about EMT. Results indicate that building from teacher candidates’ emerging conceptions of EMT while challenging assumptions and archetypes allowed teacher candidates to strengthen and extend their conceptions of EMT in personal, meaningful, and actionable ways. Implications suggest that a multifaceted, individualized, and responsive approach toward EMT in elementary mathematics methods courses can strengthen teacher candidate understanding and commitment to EMT in their evolving visions of mathematics teaching and learning.