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Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers

Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers
Author(s)/Editor(s): Carrie Wilkerson Lee (East Carolina University, US), Liza Bondurant (Mississippi State University, USA), Bima Sapkota (Ball State University, US)and Heather Howell (ETS, US)
Copyright: ©2025
DOI: 10.4018/979-8-3693-1164-6
ISBN13: 9798369311646
EISBN13: 9798369311653


View Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers on the publisher's website for pricing and purchasing information.


Within the field of 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, often 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, 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.

Author's/Editor's Biography

Liza Bondurant (Ed.)

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 to rehumanize math experiences for marginalized students. She uses an equity-focused lens to study pedagogies of practice, 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 and co-investigator and participant on several NSF-funded projects. She has over forty peer-reviewed publications and has written and edited K-20 mathematics curriculum materials. Liza is currently a Department Editor for the NCTM MTLT journal and serves on the Advocacy Committee for AMTE. She was selected as the 2020 College Teacher of the Year by MCTM and has served as the President of MAMTE. Liza enjoys outdoor activities and craft projects.


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