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Through our Noyce Track 4 research project, we are exploring middle and high school mathematics teacher development related to equity beginning during the students’ preparation programs and extending into their first two years of teaching. Improving our efforts to support future teachers’ learning about equity is important because “the prevailing ideological preference [among both preservice teachers […]

There are troubling, persistent achievement gaps among students from different racial and ethnic backgrounds in the United States. In addition, women and people of color are underrepresented in STEM-related fields, which contributes to the wealth and wage inequity in our society. Cultural stereotypes, for example, that mathematics requires natural ability or that certain groups have […]

Teacher Self-Improvement “Data-driven schools” have long served as a vision for educational reformers, with teachers positioned at the forefront of student data collection and use (Noyce, Perda, & Traver, 2000).  However, in the United States, the reality of instruction in public schools does not match the rhetoric. Recent educational reforms across levels of government have […]

As today’s world continues to be shaped by science and technology, there is a pressing need to improve public understanding of what constitutes “science” (National Research Council [NRC], 2012). Despite decades of recommendations to involve learners in scientific activities that model authentic science, K–12 teachers still struggle to integrate scientific practices across their curricula (Capps […]

A Collaborative Study of Teacher Preparation The Science and Mathematics Teacher Research Initiative (SMTRI, referred to as “symmetry”) is rather unique in that it is a multi-university collaboration to collectively study science and mathematics teacher education. Studies of teacher education are often small in scale and consist of case studies of individual courses (Sleeter, 2014). […]