ABSTRACT
As the student population continues to diversify (Jordan, 1995), the prospectiveteacher population is becoming increasingly homogeneous (Nieto, 1998). Facilitating a disposition to teach mathematics for diversity requires that teachers embrace the notion that teaching should promote the learning of mathematics with understanding by all students, regardless of demographic characteristics. Because teachers play a pivotal role in achieving equity in the mathematics classroom (Tate, 1996), this discussion examines a multiyear initiative designed to facilitate prospective elementary teachers’ ability to create learning environments that engage all learners in constructing mathematical understandings, refining their thinking, and developing confidence in their ability to do mathematics. Embedded in this progressively evolving initiative is the goal of addressing the mathematics education of diverse student populations by eliminating the long-standing disparities in mathematics achievement.
