RT8 - Bridging the Gap Between Content and Issues of...

Bridging the Gap Between Content and Issues of
Educational Equity:
Insights from a Secondary Mathematics Methods
Course
Lecretia A. Buckley, Ph.D.
Jackson State University
Jackson, MS
November 8, 2008

Acknowledgement
Data analysis for this research project was
supported by the Jackson State University
Center for University Scholars, Summer 2008.

Background/Rationale

Shortage of mathematics teachers

Limited diversity among newly certified
teachers

Long-standing achievement gap

More diverse student population

Pre-service teachers’ lack of conceptual
understanding

Pre-service teachers’ hesitancy with issues of
diversity, equity, or social justice

Two Critical Issues
1.
Lack of conceptual understanding of
fundamental concepts
2.
Uneasiness to engage social issues in
a mathematics education context

Research Study
Context
-
Secondary Mathematics Methods Course
-
Junior or seniors, mathematics education
major
-
Large, predominately White institution

Course Goals
-
Development of understanding of how students
learn
-
Varied pedagogical strategies to promote
conceptual understanding
-
Development of understanding of the scope and
alignment of the school mathematics curriculum
-
Development of content knowledge
-
Development of strategies and dispositions to
support effective teaching of diverse students

Research Study
Research Questions
1.
What is the participant’s conception of
equity?
2.
What is the participant’s expectations
for diverse students?
3.
What is the participant’s reaction to the
mathematical tasks?

Research Study
Theoretical Perspective

Assumption: Conception of equity impacts
pedagogical and curricular decisions
