This study examines how a Scottish university’s Initial Teacher Education (ITE) program addresses the poverty-related attainment gap in mathematics education. Child poverty in Scotland affects approximately 24% of children annually (Scottish Government, 2024), translating into significant attainment gaps in numeracy and literacy (Broer et al., 2019; Buchmann, 2002; Byun & Kim, 2010; Gustafsson et al., 2018; Marks et al., 2006; Martins & Veiga, 2010). Given these disparities, equipping student teachers with strategies to mitigate socio-economic barriers is critical (Gutiérrez, 2009; Hughes, 2010). Drawing on social justice framework and interviews with six teacher educators specializing in primary and secondary mathematics, this research explores how these educators design courses, employ pedagogical strategies, and navigate contextual challenges to prepare student teachers for socio-economically diverse classrooms.

The findings reveal that teacher educators emphasize three primary messages to student teachers: (1) challenging the traditional use of ability grouping, (2) building learners’ confidence in mathematics, and (3) prioritizing conceptual understanding over procedural knowledge. Ability grouping is highlighted as particularly detrimental, as it often leads to the marginalization of students from disadvantaged backgrounds. Educators advocate for mixed-ability teaching as a more inclusive approach, despite acknowledging systemic challenges that hinder its widespread implementation. Building learners' confidence is another critical focus, with tutors emphasizing that all students can succeed in mathematics if provided with appropriate support and opportunities. Finally, conceptual understanding is prioritized, ensuring mathematics is taught in a meaningful way rather than a series of rote memorization tasks.

Pedagogically, teacher educators employ modelling approach, inquiry-based learning, and social constructivism to make these principles visible to student teachers. Modelling approach serves as a practical demonstration of effective teaching strategies, allowing student teachers to experience and reflect on inclusive practices. Inquiry-based learning further encourages student teachers to critically analyse and reflect on their thoughts, views, and teaching practices.

However, systemic constraints, including limited time and large class sizes, present significant barriers to fully integrating poverty-related considerations into teacher education. Time constraints limit the depth of discussions on socio-economic issues, while large class sizes hinder the formation of meaningful relationships between tutors and student teachers. These challenges highlight the need for structural changes within teacher education programs to better prepare student teachers.

This study contributes to the growing body of research on social justice in mathematics teacher education by highlighting effective strategies for addressing poverty-related challenges within ITE programs. It also emphasises the importance of aligning teacher education practices with broader policy goals, such as Scotland’s Attainment Challenge. By addressing these gaps, ITE programs can play a pivotal role in mitigating the educational disparities linked to child poverty, ultimately contributing to a more equitable education system.

This study employed a qualitative research design to explore how a Scottish university’s ITE program addresses the poverty-related attainment gap in mathematics education. A qualitative approach was chosen to capture the perspectives and experiences of teacher educators involved in preparing future teachers to teach mathematics in socio-economically diverse classrooms. Six mathematics teacher educators from a Scottish university participated in the study, four specialising in primary education and two in secondary education. Their teaching experience in higher education ranged from one to sixteen years, providing a diverse range of insights into the program’s pedagogical practices and challenges. Semi-structured interviews were conducted to explore participants’ perspectives on key topics, including their pedagogical strategies, messages to student teachers about poverty and mathematics education, and specific courses within the ITE programme for teaching mathematics in high-poverty contexts. The interviews, designed to encourage detailed reflections on teaching practices, lasted approximately one hour and were audio-recorded with participants’ consent. Thematic analysis was used to analyse the data through an iterative process of coding, categorising, and identifying recurring themes. Initial codes centred on participants’ pedagogical approaches and key messages, which were then organised into broader categories such as “challenging ability grouping” and “modelling inclusive practices.” Member checks were conducted to enhance validity, allowing participants to review and confirm the accuracy of their transcripts. The study followed ethical guidelines, ensuring informed consent, confidentiality, and the right to withdraw at any stage. Ethical approval was obtained from the university’s ethics committee prior to data collection. The study’s findings are limited by its focus on a single university, which may affect generalisability. Reliance on self-reported data also introduces potential bias linked to participants’ interpretations of their own practices.

This study highlights the critical role of Initial Teacher Education (ITE) programs in addressing the poverty-related attainment gap in mathematics education. By embedding social justice principles and employing inclusive pedagogical strategies, such as modelling and inquiry-based learning, teacher educators prepare student teachers to meet the diverse needs of learners in socio-economically disadvantaged contexts while teaching mathematics. Key findings emphasise the importance of challenging ability grouping, fostering learners’ confidence in mathematics, and prioritising conceptual understanding. These approaches aim to create inclusive classrooms where all students, regardless of their socio-economic background, can succeed. Teacher educators’ emphasis on modelling effective practices and encouraging critical reflection among student teachers further supports the development of adaptive and equity-focused educators. However, the study also reveals significant challenges within the current structure of teacher education programs. Time constraints and large class sizes limit the depth and effectiveness of poverty-related discussions in mathematics education. These systemic barriers highlight the need for structural reforms, such as smaller tutorial groups and dedicated modules on teaching in high-poverty contexts, to enhance the preparation of student teachers. By addressing these challenges, ITE programs can align more closely with international, such as Sustainable Development Goal 4, and national policy goals, such as Scotland’s Attainment Challenge, which aims to provide quality education for all regardless of children’s socioeconomic background. Furthermore, this study contributes to the broader discourse on social justice in education, offering practical insights into how teacher education can serve as a catalyst for equity and inclusion. Future research should expand on these findings by exploring similar initiatives across multiple institutions and examining the long-term impact of ITE programs on student teachers’ practices and student outcomes. Such research is essential for developing evidence-based strategies that empower educators to address socio-economic disparities effectively.

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