Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms (The Association of Mathematics Teacher Educators (AMTE) Professional Book Series, 1)

A volume in The Association of Mathematics Teacher Educators (AMTE) Professional Book Series

The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics
Teacher Education provides a list of actions for mathematics teacher educators (MTE’s) to help them develop and implement equitable practices.
The position paper states it is critical that mathematics teacher educators: “Model equity‐based pedagogy that emphasizes rich and rigorous
mathematics; elicit and build on children’s and young adults’ mathematical thinking; connect to P‐12 students’ cultural/linguistic knowledge and
backgrounds as well as individual interests; facilitate mathematical discourse; minimize status issues by expanding broader participation and
engagement where varied mathematical strengths are valued; and promote positive mathematical identity and agency (p. 2)”.
Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms provides an excellent resource to
start conversations describing the enactment of these actions. The book is organized into three main sections: (1) Conversations About Inequities in
Mathematics Methods Courses, (2) Conversations About Inequities in Mathematics Content Courses, and (3) Conversations about Inequities in
Graduate and Professional Development Contexts. Across these sections there are 19 cases and 57 corresponding commentaries focused on
dilemmas that arise when mathematics teacher educators foreground equity in their work. This book of cases provides a needed resource for MTEs
to engage prospective teachers, practicing teachers, and future teacher educators in discussions about inequities, privilege, and oppression in
society, in schools, and in the mathematics classroom. It is the product of the thinking and experiences
of 87 authors who are committed to the improvement of mathematics teacher education.

Dorothy Y. White, University of Georgia, USA.Sandra Crespo, Michigan State University, USA.Marta Civil, The University of Arizona, USA.