Orientations of prospective teachers toward students' family and community

• Beliefs about families' attitudes and actions influencing learning of mathematics.
• Beliefs about PSTs as learners of children and families they will teach.
• Steps PSTs might take to draw on family and community resources in classrooms.

Teacher educators need an awareness of orientations that prospective teachers (PSTs) hold about children's families and communities, so that they can support PSTs in developing positive perspectives and addressing deficit perspectives. Orientations expressed by 20 PSTs while in preK-8 mathematics methods courses are examined. Results from interviews indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children's mathematical learning. They also, however, exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students' academic efforts.