ABSTRACT
In a volume devoted to examining the complexities of changing prospective mathematics and science teachers’ beliefs toward a more equitable treatment of science and mathematics, it seems critical to speak to how successful, White, middle-class prospective teachers can expand their notions of content, children, and pedagogy. Although some authors have attempted to speak to this issue from the construct of pedagogical content knowledge, I find that such discussions lack the sociocultural richness associated with understanding diverse educational contexts. My goal is to address issues in ways that expand prospective teachers’ views of science itself in high school classrooms through ethnographic methods supported by educational technology.
