When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation
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We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.
Contributor Notes
Sunghwan Byun, North Carolina State University, Raleigh 27695; sbyun2@ncsu.edu
Niral Shah, University of Washington–Seattle, 98195-3600; niral@uw.edu
Daniel Reinholz, San Diego State University, CA 92182; danielreinholz@sdsu.edu
