Preservice Teachers Problem-Solving Lesson Engagement and Knowledge and Beliefs about Teaching for Equity Chapter

abstract

• 2015 Sense Publishers. All rights reserved. Preparation for teaching for equity requires both mathematics knowledge for teaching (Ball, Hill, & Bass, 2005; Kulm, 2008) and knowledge of how to address the complexities of teaching all students with wide-ranging needs (Achinstein & Athanases, 2005). Teachers need strong mathematics knowledge for teaching (Kulm, 2008) and equity consciousness (McKenzie & Skrla, 2011) to be effective in culturally and ethnically diverse middle grade classrooms. Watson, Charner-Laird, Kirkpatrick, Szczesiul, and Gordon (2006) stated that very few teacher education programs have successfully tackled the challenging task of preparing teachers to meet the needs of diverse populations (p. 396).

authors

• Davis, Trina
• Goldsby, Dianne

author list (cited authors)

• Davis, T. J., Kulm, G., Oner, A. T., Indiogine, S., Goldsby, D. S., & Ma, T.

citation count

• 0

complete list of authors

• Davis, Trina J||Kulm, Gerald||Oner, Ayse Tugba||Indiogine, S Enrico P||Goldsby, Dianne S||Ma, Tingting

Book Title

• Teaching at Work

publication date

• January 2015

publisher

• Springer Nature  Publisher

Digital Object Identifier (DOI)

• 10.1007/978-94-6300-082-6_4

International Standard Book Number (ISBN) 13

• 9789463000819

start page

• 51

end page

• 80

URL

• http://dx.doi.org/10.1007/978-94-6300-082-6_4