Preservice Teachers’ Perceptions of Mathematics Education in Urban Schools

Abstract

This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and experiences with students in an urban high school. The preservice teacher education students participated as mentors to a group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the mentors had varied perceptions of tutoring program participantsÕ motivation, interest, and knowledge of mathematics. Mentors held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.

Service Learning Within a Secondary Math and Science Teacher Education Program: Preservice MAT Teachers’ Perspectives

“…Preservice teachers hold many assumptions about students and schools in high‐needs contexts. These assumptions include stereotypes of urban students, including low student motivation and a lack of parental investment (Walker, ). Preservice teachers may also be unaware of different issues facing urban and rural minority students and espouse a “colorblind” approach to teaching diverse students (Walker, ).…”

“…These assumptions include stereotypes of urban students, including low student motivation and a lack of parental investment (Walker, ). Preservice teachers may also be unaware of different issues facing urban and rural minority students and espouse a “colorblind” approach to teaching diverse students (Walker, ). Even after experiences with bilingual learners, preservice teachers assumed that English language learners (ELL) lacked motivation, grouped all ELL into a single cultural group, and voiced hopelessness for the future prospects of ELL (Glenn & Gort, ).…”

“…Similarly, teaching practica in diverse classrooms and reflection on these experiences can prompt preservice teachers to better meet student needs (Milner, ) and improve perservice teachers’ multicultural teaching efficacy (Nadelson et al, ). However, other researchers have noted that placement in urban, culturally diverse settings for limited practicum experiences may not be enough to improve preservice teachers’ sense of teaching efficacy (Kyles & Olafson, ) or challenge assumptions about urban students (Walker, ). Even with evidence to the contrary, preservice teachers may continue to view urban students as unmotivated (Walker, ).…”

“…However, other researchers have noted that placement in urban, culturally diverse settings for limited practicum experiences may not be enough to improve preservice teachers’ sense of teaching efficacy (Kyles & Olafson, ) or challenge assumptions about urban students (Walker, ). Even with evidence to the contrary, preservice teachers may continue to view urban students as unmotivated (Walker, ).…”

Representing context in video records of practice for urban mathematics teacher education

“…Research on urban teacher education has shown that prospective teachers have formed beliefs and perceptions of urban schools and students prior to entering an urban classroom (Breitborde 2002) that reflect stereotypes about low student motivation, low student ability, school security, and lack of parental involvement (Gilbert 1997). These beliefs are significant for mathematics teaching, in that teachers with low expectations of urban and minority students may feel that rote instruction and an emphasis on basic skills best serve them, thus denying them opportunities for engaging in powerful, critical mathematical thinking (Walker 2007). Furthermore, efforts to engage prospective mathematics teachers in sociocultural and sociopolitical contexts of mathematics and mathematics teaching, and in the role of cultural competence in effective mathematics teaching more generally, may be hampered by the belief that mathematics is culture free and objective, and thus that teaching mathematics need not attend to issues such as race, culture, class, gender, or language (Rousseau and Tate 2003).…”