Designing Equity-Focused Pedagogy in Mathematics Teacher Preparation with Digital Data Tools
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| Title: | Designing Equity-Focused Pedagogy in Mathematics Teacher Preparation with Digital Data Tools |
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| Language: | English |
| Authors: | Nadia Stoyanova Kennedy, Boyan Kostadinov, Sandie Han |
| Source: | Mathematics Teaching Research Journal. 2025 17(4):98-132. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mathematics Education, Mathematics Teachers, Preservice Teachers, Preservice Teacher Education, Culturally Relevant Education, Equal Education, Computation, Thinking Skills, Data Analysis, Mathematical Applications, Teaching Methods, Mathematics Instruction, Mathematical Concepts, Integrated Activities, Poverty, Climate, Social Justice, Educational Planning |
| Geographic Terms: | New York (New York) |
| ISSN: | 2573-4377 |
| Abstract: | This study examines the implementation of a course module that integrated computing and data analysis. The module aimed to engage prospective mathematics teachers in the practice of working with datasets and analyzing data to investigate questions related to local Brooklyn schools, as well as to gain deeper insight into the students and communities where they conduct their field experiences. Throughout the module, teacher candidates explored issues such as student learning opportunities, achievement gaps, school segregation, educational (in)equity, and other social justice concerns through readings, data analysis, and direct engagement. They shared and reflected on their findings with peers, deepening their understanding of these topics through collective discussion. The teacher candidates expressed mixed perceptions about the potential of incorporating computing and data analysis into mathematics teaching and learning. While many acknowledged that such integration could enhance instruction by connecting mathematical concepts to real-world issues--such as poverty rates and rising global temperatures--and by helping students make sense of the world, relate mathematics to their own lives, and engage with social justice issues, there was also a shared concern. Most believed that implementing this approach would require substantial additional planning and would likely not be feasible during the early years of their teaching careers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485806 |
| Database: | ERIC |
| Abstract: | This study examines the implementation of a course module that integrated computing and data analysis. The module aimed to engage prospective mathematics teachers in the practice of working with datasets and analyzing data to investigate questions related to local Brooklyn schools, as well as to gain deeper insight into the students and communities where they conduct their field experiences. Throughout the module, teacher candidates explored issues such as student learning opportunities, achievement gaps, school segregation, educational (in)equity, and other social justice concerns through readings, data analysis, and direct engagement. They shared and reflected on their findings with peers, deepening their understanding of these topics through collective discussion. The teacher candidates expressed mixed perceptions about the potential of incorporating computing and data analysis into mathematics teaching and learning. While many acknowledged that such integration could enhance instruction by connecting mathematical concepts to real-world issues--such as poverty rates and rising global temperatures--and by helping students make sense of the world, relate mathematics to their own lives, and engage with social justice issues, there was also a shared concern. Most believed that implementing this approach would require substantial additional planning and would likely not be feasible during the early years of their teaching careers. |
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| ISSN: | 2573-4377 |
