Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers

Within the field of preservice mathematics teacher (PST) education, a profound challenge echoes―the persistent gap between theoretical understanding and practical application. This lingering divide raises a critical concern, one that finds its focus in the exploration of transformative tools known as approximations of practice. These tools aim to provide a realistic and contextualized environment for PSTs to cultivate their teaching skills. However, the broader, oft-overlooked issue permeating this educational terrain is the question of equity in mathematics instruction―an issue that this book endeavors to unravel and reshape, positioning equity at the forefront of pedagogical considerations. Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers, is a compelling work that not only delves into the transformative role of approximations but also champions equity as a cornerstone in reshaping the landscape of mathematics education. This groundbreaking work has a dual objective―firstly, to furnish mathematics teacher educators and researchers with a comprehensive overview of the current landscape of approximations in mathematics education. It moves beyond a mere survey, encouraging readers to critically analyze frameworks and design choices that either foreground or dismiss equity in these pedagogical spaces. Divided into three sections, the book delves into the spectrum of work characterizing approximations in mathematics teacher education. The first section surveys diverse approaches, acknowledging the current lack of focus on equity. The second section critically examines the intersection of equity and approximations, fostering collaborations between experts in mathematics education and equity-focused researchers. The third section takes a forward-looking stance, envisioning the future of equity-focused approximations in mathematics education. Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers serves as a beacon for those seeking to navigate the intricate intersections of pedagogy and equity. With an insightful exploration of methodologies and design elements associated with approximations, this book offers a roadmap for educators and researchers. Its pages unfold as a dynamic resource, encouraging practitioners to position their use of approximations as catalysts for equitable mathematics instruction. Aiming to provoke thoughtful reflection, the book not only addresses the current state of the field but also propels readers toward envisioning a future where equity-focused approximations become the norm in mathematics teacher education. Through its meticulous approach, this work is poised to spark meaningful conversations, inspire transformative practices, and ultimately contribute to the ongoing evolution of equitable educational landscapes.

Liza (Cope) Bondurant, PhD began her career in 2005 as a 7-12 math teacher in upstate New York and is currently an Associate Professor at Mississippi State University. Liza's research focuses on bridging the gap between theory and practice in mathematics teacher education. She uses an equity-focused lens to study simulations, noticing, embodied cognition, and math action technology. She was a PI on two consecutive $1.2M Department of Education Math Science Partnership grants (2013-2018) and has been a research participant on several NSF-funded projects. She has over twenty peer-reviewed publications and has written and edited K-20 mathematics curriculum materials for Illustrative Mathematics, Learnzillion, and CK-12. Liza was selected as the 2020 College Teacher of the Year by the Mississippi Council of Teachers of Mathematics (MCTM). She served as the President of the Mississippi Association of Mathematics Teacher Educators (MAMTE) 2017-2020. Liza enjoys spending time with her family, walking, biking, and crafting.