The purpose of this study is to examine the equity issue in mathematics from perspectives not traditionally included in equity claims. This study offers a close up view of personal experiences that female preservice teachers have encountered in their own journey as students of mathematics as well as how they make sense of their experiences, especially as they learn to teach. Different themes that arise in this issue of mathematics equity were examined in a study conducted by Stoehr and Carter (2011). This paper extends the previous study by examining and discussing the data-derived theme that centers on girls who experienced positive turning points in mathematics.
Laura R. Van Zoest
James L. Kratky
Stoehr, K. & Carter, K. (2012). Positive turning points for girls in mathematics classrooms: Do they stand the test of time? In Van Zoest, L.R., Lo, J. J., & Kratky, J. L. (Eds.). Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, p.765–768. Kalamazoo, MI: Western Michigan University.