To develop an equity-centered orientation in teacher education programs, it is essential teacher educators recognize what prospective teachers attend to in classroom events and how they relate these events to mathematics instruction. In this study, we conceptualize the Equity Noticing Framework and use it as an analytic tool to examine what prospective teachers notice in a classroom vignette focused on cultural and racial biases. The Equity Noticing Framework focuses on understanding what prospective teachers recognize—or overlook—as bias, oppression, and privilege that permeate educational systems, analyze those events that contribute to inequities, and support prospective teachers in becoming change agents who implement strategies that can eradicate systemic barriers. The results from this study reinforce the importance of devoting time to supporting prospective teachers to become more cognizant of their own beliefs about equity and equitable mathematical practices and providing opportunities to analyze these beliefs through research-proven attitudes and practices.

中文翻译：

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解读未来教师对书面小插曲中的不平等现象的反应：行动计划

为了在教师教育项目中制定以公平为中心的方向，教师教育者必须认识到未来的教师在课堂活动中参加什么以及他们如何将这些活动与数学教学联系起来。在这项研究中，我们概念化了公平注意框架，并将其用作分析工具来检查未来的教师在关注文化和种族偏见的课堂小插曲中注意到了什么。公平关注框架侧重于了解未来教师认识到或忽视了渗透到教育系统中的偏见、压迫和特权，分析那些导致不平等的事件，并支持未来教师成为变革推动者，实施可以消除系统性的战略。障碍。这项研究的结果强调了投入时间支持未来教师更加了解自己关于公平和公平数学实践的信念的重要性，并提供通过经过研究证明的态度和实践来分析这些信念的机会。