Chapter 7 case 5: Reexamining Prospective Teachers’ Experiences to Build Community for and Around Equity Work in P–2 Mathematics Classrooms

This work presents a case for practicing mathematics teacher educators aiming to build beloved community with prospective teachers (PTs) around the experiences of others in consideration of equity and justice as critical components of effective mathematics teaching.

The course on which this case is centered is the first mathematics methods course for PTs entering a P–5 teacher education program. Housed within a college of education in the southeast United States, the course centers on working with P–2 mathematics learners, both from a theoretical lens, and through practical experience. In conjunction with on campus coursework for 3 hours per week, PTs are placed in first or second grade classrooms for 20 hours during the semester completing field-based assignments. These assignments center on ideas such as: getting to know the assets and strengths of children, schools, families, and communities; administering and analyzing formative assessment tasks; and designing and implementing integrated lessons that link mathematics and justice centered goals.