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Developing Community Teachers of Mathematics in Mathematics Teacher Preparation Programs

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Title: Developing Community Teachers of Mathematics in Mathematics Teacher Preparation Programs
Language: English
Authors: Anita Sundrani (ORCID 0000-0002-1112-9710), Luke B. Carman (ORCID 0000-0002-5852-8401)
Source: Mathematics Teacher Educator. 2026 14(2):86-101.
Availability: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Elementary Education
Secondary Education
Descriptors: Preservice Teachers, Mathematics Education, Mathematics Instruction, Elementary School Teachers, Secondary School Teachers, Pedagogical Content Knowledge, Teacher Participation, School Community Relationship, Teacher Educators, Teacher Student Relationship, Communities of Practice, Professional Identity, Teacher Education
DOI: 10.5951/MTE.2025-0019
ISSN: 2167-9789
Abstract: In recent years, mathematics teacher education has acknowledged the central role of the funds of knowledge and assets of minoritized communities in learning mathematics. Despite efforts to reorient mathematics teacher education, preservice teachers (PSTs) struggle to engage in this work. In this conceptual piece, we combine Murrell's (2000, 2001) definition of a community teacher with existing research in mathematics education to build the profile of a community teacher of mathematics. Specifically, we propose that programmatic attention to developing asset orientations, positionalities, and mathematical knowledge for community teaching could prepare PSTs to honor and build on K-12 students' strengths and funds of knowledge. We end by proposing data and evaluation methods to gather evidence of the effectiveness of those changes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502081
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Anita+Sundrani%22">Anita Sundrani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1112-9710">0000-0002-1112-9710</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luke+B%2E+Carman%22">Luke B. Carman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5852-8401">0000-0002-5852-8401</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher+Educator%22"><i>Mathematics Teacher Educator</i></searchLink>. 2026 14(2):86-101.
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  Data: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
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  Data: 10.5951/MTE.2025-0019
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  Data: In recent years, mathematics teacher education has acknowledged the central role of the funds of knowledge and assets of minoritized communities in learning mathematics. Despite efforts to reorient mathematics teacher education, preservice teachers (PSTs) struggle to engage in this work. In this conceptual piece, we combine Murrell's (2000, 2001) definition of a community teacher with existing research in mathematics education to build the profile of a community teacher of mathematics. Specifically, we propose that programmatic attention to developing asset orientations, positionalities, and mathematical knowledge for community teaching could prepare PSTs to honor and build on K-12 students' strengths and funds of knowledge. We end by proposing data and evaluation methods to gather evidence of the effectiveness of those changes.
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    Languages:
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