A Mix of Knowledge: Preservice Teachers’ Shifting Beliefs About Parents Mathematics Knowledge

Abstract

It is crucial for teachers to view families as essential contributors to their children’s mathematics learning, especially for students whose experiences are often underrepresented in school curricula. To study this phenomenon, qualitative data was gathered from 12 bilingual preservice teachers as they engaged in an authentic and challenging mathematics task with families. We examined what preservice teachers attended to, while engaging in the task with families, and how they believed this experience might shape their future mathematics teaching. Findings from interviews, reflections, and teacher questionnaires suggest the possibilities of teacher learning about the rich mathematics knowledge that marginalized families possess.

Keywords

higher education mathematics inclusion equity language

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