Research Report: Teacher Education and Preparation

In this presentation, we report a study that analyzed the effects of structured feedback and virtual teaching simulations on teacher candidates' (TCs) readiness for effective mathematics instruction aligned with reform practices. Engaging 160 TCs in a mathematics methods course, we focused on a subgroup of 39 who participated in two virtual simulations, receiving feedback from a simulated moderator. Findings revealed that feedback significantly enhanced TCs' intentionality in employing student-centered instructional strategies and fostering conceptual understanding. While some candidates showed minimal change, a notable group demonstrated substantial transformation, indicating a shift toward reform-minded teaching practices. The research underscores the critical role of integrating technology and reflective practice in teacher education programs, ultimately preparing future educators to deliver effective mathematics instruction. Discussion will focus on the structured feedback received and ways similar models might exist across the university and elementary classroom contexts. This aligns with the theme of assessing what matters—as we work to recognize and reflect on teaching practices to witness and celebrate the mathematical brilliance of ALL learners. 

Historically, little attention is paid to the mathematical thinking or participation of students with disabilities within mathematics courses, as the pedagogical practices targeting disabled students are most often taught in a separate and non-subject-specific course. This workshop will explore research from a redesigned UCLA Mathematical Methods course that centered on the mathematical knowledge of disabled students. Workshop participants will experience the central "Student Work Tasks," a weekly practice where teacher candidates notice, wonder, and discuss students' mathematical work, especially work from students of color with disabilities. Then, we will explore connections to upending racism and ableism in teacher learning and mathematics classrooms.
The workshop will explore our hypothesis on how mathematics methods activities that regularly center the mathematical ideas of disabled students can enable the teacher education candidates to develop ways of seeing the strengths of students with disabilities, detail their full and partial understandings, and frame students with disabilities as capable participants in math class.  

In this research report, we discuss findings from a research study guided by the following research question: What are elementary preservice teachers' (PSTs') conceptions about anti-racist math teaching? Using Martin's (2009a) Contrasting Approaches to Race in Mathematics Education Research, Policy, and Practice as the conceptual framework for this study, we find that close to 60% of the PSTs had understandings about antiracist math teaching that aligned with mainstream views of math teaching and learning. Specifically, the responses of PSTs in this category equated antiracist math teaching to equitable, culturally responsive, and inclusive teaching without any explicit connections to race. We also find that the other 40% of the PSTs had conceptions that viewed math teaching and learning as racialized forms of experience. We discuss implications of these findings on preservice math teacher education and mathematics teaching and learning in elementary math classrooms.