Integrating Computational Thinking in Mathematics: Equity-Centered Teacher Mindsets and Asset-Based Pedagogies in Secondary Mathematics

This chapter examines how an urban teacher residency program prepared high school STEM teachers to integrate computational thinking (CT) through an equity- focused lens. Drawing on interview data, positionality statements, and teaching philosophy statements from two preservice mathematics teachers, the authors analyzed how teachers' equity- centered mindsets and asset- based dispositions shaped their integration of CT into STEM instruction. Through empirical examples of classroom practices and pedagogical approaches, the findings demonstrated how teacher preparation programs can support preservice teachers in developing culturally responsive- sustaining pedagogies (CRSP) that make CT accessible and meaningful for historically marginalized students. This research contributes to the emerging literature on equity- focused CT integration by illuminating the crucial role of teacher mindsets and dispositions in creating inclusive STEM learning environments that validate students' diverse identities and experiences.