Chapter 3: Equity and Justice in the Preparation of Secondary Mathematics Teachers¹

The Mathematics Teacher Education Partnership (MTE-Partnership) set forth to build a national consensus on how effective secondary mathematics teacher preparation programs might develop teacher candidates who promote mathematical excellence in their future students. To promote excellence in all students, equity and social justice must be underlying values for both secondary mathematics teacher candidates and mathematics teacher educators. To address the present inequities experienced in secondary mathematics classrooms at scale, reform movements need to “be enacted within a community of practice, using such approaches as a networked improvement community or design-based implementation research” (Confrey, 2017, p. 19). As the MTE-Partnership began to organize, it seemed well positioned to achieve this aim.