Teacher Positioning and Equitable Mathematics Pedagogy

Abstract

In this chapter I present findings from a study of a semester-long professional development seminar in which teachers critically examined equitable mathematics pedagogy (the interrelation between teaching for understanding, students’ out-of-school mathematical knowledge, and the mathematical knowledge students need to question inequities in their world). In analyzing data generated through the seminar, evidence emerged describing how teachers’ histories and previous experiences influenced their trajectories of engagement with equitable mathematics pedagogy. I first provide a brief context for the seminar. Second, I offer a way to position teachers’ identities with regard to equity and mathematics. Third, I share case studies of three teachers as they examine their beliefs and practices regarding equitable mathematics pedagogy. Finally, I explore both theoretical and practical implications of the study and how I positioned myself in this research.