“…Through reflective practice, pre-service teachers become "potential generators of the new knowledge about teaching" (Zeichner, 1996, p. 226) "appropriating the position of holders of knowledge, resituating the authority of knowledge away" from their educator mentors to "within themselves and their own experience" (Moran, 2007, p. 421). Pre-service teachers participating in this study gained knowledge of how to teach with, reflect on, and utilize multicultural math picturebooks (MMPs) to make decisions regarding teaching mathematics to children with different abilities, interests, cultures, and needs (Harding, 2017;Harding-DeKam, 2014).…”