Walking the talk in training future mathematics teachers has potential for benefits

Abstract

Culturally relevant mathematics instruction requires modeling of the multicultural theories in teacher training. Providing theory only to students about how to teach diverse students does not engage them in experiencing being on the other side except minority students. This study presents findings of theanalyses of teaching artifacts, curriculum and lecture observations of two teacher training classrooms of mathematics pedagogy. The observations alone could not account for the rationale behind individual practices, hence students' experiences and syllabi of these two classrooms triangulate the observations to strengthen the analysis. The findings indicate that the 'otherness' of diverse ways of knowing continue to prevail regardless of all efforts on informing mathematics teacher education about cultural affirming instruction. Also teacher trainer's theoretical framework on multiculturalism determines the nature of mathematics teacher education student teachers' will be exposed to.