Tailoring Evidence-Based Mathematics Instruction: Developing Pre-Service Teachers’ Capacity to Support All Learners in Mathematics

Persistent concerns about the mathematics achievement of culturally and linguistically diverse students with mathematics difficulties have intensified in recent years, underscoring the need for effective instructional strategies to support this growing student population. Research suggests that culturally and linguistically responsive (CLR) practices can address these disparities; however, many teachers enter the profession without the knowledge or skills to implement CLR practices effectively. Preparing pre-service teachers to support diverse learners before entering the classroom is critical. Accordingly, this study examined the impact of a four-lesson online culturally and linguistically responsive mathematics instructional module (CLR-MI) on pre-service teachers’ knowledge, beliefs, and perceived ability to implement CLR mathematics instruction for students experiencing mathematics difficulties. The module incorporated evidence-based mathematics practices, culturally and linguistically responsive instructional strategies, classroom examples and non-examples, and interactive reflection activities. A randomized controlled trial with a waitlist control design was conducted with 64 undergraduate preservice teachers enrolled in university-level mathematics methods courses. Findings showed participants in both groups demonstrated significant increases in self-efficacy and outcome expectancy beliefs related to CLR mathematics instruction, with improvements over time. However, no significant gains were observed on a measure of Mathematics Knowledge for Teaching (MKT). This suggests that brief, targeted online instructional modules, such as CLR-MI, may enhance preservice teachers’ confidence and belief in their ability to implement CLR practices effectively. In contrast, improvements in mathematics knowledge for teaching may require more sustained learning experiences. Together, the findings highlight the importance of integrating CLR-focused instruction into teacher preparation programs to support the diverse needs of learners in mathematics classrooms.