Developing Equity Literacy and Critical Statistical Literacy in Secondary Mathematics Preservice Teachers

Author:
Stephanie Casey Eastern Michigan University, Ypsilanti

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Andrew Ross Eastern Michigan University, Ypsilanti

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Volume/Issue:
Volume 11: Issue 1
Page(s):
40–56
DOI:
https://doi.org/10.5951/MTE.2021.0015
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Subjects:
Grade(s) or Audience, Higher Education, Math Topic, Probability/Data Analysis and Statistics, Other Topic, Curriculum, Equity, Research, Research Study, Professional Development / Teacher Training
Keywords:
Preservice teacher education; Equity; Statistics

There is a lack of teacher education materials that develop equity literacy in content courses for preservice secondary mathematics teachers. In response, we created teacher education curriculum materials for introductory statistics that include an integrated focus on developing equity literacy and critical statistical literacy.

In this article, we provide an overview of our materials’ design along with a detailed look at one activity regarding racial demographics and tracking in high school STEM courses. We present evidence regarding the positive impact of these materials on the teacher candidates’ competency, value, and likelihood of applying their equity literacy and critical statistical literacy. Implications for mathematics teacher educators working to develop equity literacy together with content knowledge are discussed.

Contributor Notes

Stephanie Casey, Eastern Michigan University, Ypsilanti, MI 48197; scasey1@emich.edu

Andrew Ross, Eastern Michigan University, Ypsilanti, MI 48197; aross15@emich.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2022
Page Count:
17
Article Category:
Research Article
Print Publication Date:
01 Sep 2022
Online Publication Date:
01 Sep 2022
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