Chapter 2: Addressing Deficit Language in Math Methods: Providing Critical Feedback to Preservice Teachers

This case focuses on supporting preservice teachers (PSTs) to move away from using deficit discourse about children, families, language, and culture in relation to mathematics learning through critical feedback (Black, Harrison, Lee, Marshall, & Wiliam, 2004). I teach in a small public urban-serving state university. Our K–8 teacher preparation program is a 1-year post-baccalaureate licensure (K–8 general education credential) with a second-year option to obtain a master’s degree. Our demographics trend toward older students with a mean age of 28. The racial/ethnic and gender breakdown generally mirrors our state’s teacher workforce demographics: 85% White, female, and mono-lingual English. Our partner schools that host placements for our PSTs are highly diverse with most serving poverty-impacted and working class families and ethnic communities that speak multiple languages including Spanish, Vietnamese, Russian, Ukranian, Korean, Amheric, and Marshallese.