Preparing Pre-Service Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods

  • Theodore ChaoEmail author
  • Luz A. Maldonado
  • Crystal Kalinec-Craig
  • Sylvia Celedón-Pattichis


The Teachers Empowered to Advance Change in Mathematics (TEACH Math) modules can be seen as transformative action, in which pre-service teachers (PSTs) connect issues of equity, agency, and power to student thinking, community knowledge, and classroom practice. Doing this work can be challenging, particularly for PSTs who have never thought about mathematics learning as connected to equity, agency, and power. This chapter offers insight from veteran mathematics teacher educators about activities they have augmented and designed specifically to engage PSTs in starting the critical reflection necessary for engagement in the TEACH Math modules. The activities shared here focus on issues of identity, status, equitable participation, and the rights of the learner using Photovoice interviews, Numbers about Me Posters, Instagram Math Trails, and Mathematics Autobiography Reflections. These individual activities set the stage for PSTs to connect their own experiences with equity, agency, and power to mathematics teaching and learning.


Mathematics education Teacher education Autobiography Critical reflection Instagram Photovoice Rights of the Learner 


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Theodore Chao
    • 1
    Email author
  • Luz A. Maldonado
    • 2
  • Crystal Kalinec-Craig
    • 3
  • Sylvia Celedón-Pattichis
    • 4
  1. 1.The Ohio State UniversityColumbusUSA
  2. 2.Texas State UniversitySan MarcosUSA
  3. 3.University of Texas at San AntonioSan AntonioUSA
  4. 4.University of New MexicoAlbuquerqueUSA

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