ORCID
Bondurant: https://orcid.org/0000-0001-8069-2382
MSU Affiliation
College of Education; Department of Teacher Education and Leadership
Creation Date
1-1-2026
Creation Date
2026-01-01
Abstract
Mathematics teachers have the power and responsibility to center equity in their teaching practices. Yet their framings and mindsets about equity can impact whether and how they use equitable teaching practices. In this manuscript, we describe how secondary mathematics teacher candidates responded to two equity vignettes focused on (1) gender identity and (2) race and tracking. We wrote these vignettes to expose candidates to situations they may encounter and decisions they may need to make as mathematics teachers. The purpose of this study was to explore the teacher candidates’ beliefs. We use the FAIR Framework and the Educator Mindsets for Equity to interpret teacher candidates’ responses. We discuss how mathematics teacher educators can adopt or adapt the equity vignettes to provoke awareness and reflection among the teachers they work with.
Publication Date
12-31-2025
Publication Title
Journal of Urban Mathematics Education
Publisher
Texas A&M University
First Page
19
Last Page
49
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Bondurant, L., Wilburne, J., & Franz, D. (2025). Equity vignettes: A practice-based resource. Journal of Urban Mathematics Education, 18(2), 19-49. https://doi.org/10.21423/jume-v18i2a743
