This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the tool (CRMT-M). We discuss the implications of the study for mathematics teacher preparation.

In this article, using survey data, the authors examined conceptions about the mathematics education of English learners (ELs) from 292 preservice teachers (PSTs) in urban universities through cluster analysis to determine if certain background characteristics influenced the formation of homogeneous clusters. An analysis of the findings shows a two-cluster solution, where respondents in cluster 2 (n = 187) were more aligned with research on the mathematics teaching and learning of ELs than respondents in cluster 1 (n = 105). Further, a chi-square test revealed that PSTs with three characteristics—exposure to issues related to ELs, field experience, and being female—were significantly higher in cluster 2 than cluster 1. The findings provide compelling evidence that exposure to EL issues impact the conceptions that PSTs regarding the mathematics education of ELs.

Teachers' use of appropriate questioning strategies illustrates the interplay between language and math as English Language Learners describe their understanding of measurement in one-on-one interviews.

This study examines the beliefs of 33 preservice teachers (PSTs) from the U.S. have about using different types of real-world contexts in the mathematics classroom. Qualitative data about the participants' reactions to specially designed word problems that varied in contexts from 'neutral' to controversial were collected. A thematic analysis of the responses indicated that they could be arranged into three typologies on a continuum based on their openness towards the use of controversial issues in the mathematics classroom. Drawing on the analysis of PSTs' responses and the literature, a fourth typology was inferred. The typologies can be useful to teacher educators and education programs as they seek to prepare PSTs to work with increasingly diverse students in their future mathematics classes. The study also highlights the potential of using word problems as a tool to understand PSTs' beliefs.

Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed.