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As critical race theorists would remind us, those most impacted have the greatest insight to create change. This paper applies a critical race theory framework to explore the leadership experiences of two African American and one Latinx American mathematics teacher educator and how they address issues of race, racism, and (in)justice in teacher professional development. Data analysis from semi-structured interviews, publicly available webinars and podcasts, and other published materials from the educators (eg. articles and books) reveal how they engaged teachers to attend to issues of race and racism by challenging persistent masternarratives about mathematics and mathematics ability; centering on counternarratives on the cultural identities and mathematical understanding of students of Color, and engaging in community-based pedagogies to promote coalitional resistance.
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Conceptualizing important facets of teacher responses to student mathematical thinking
We argue that progress in the area of research on mathematics teacher responses to student thinking could be enhanced were the field to attend more explicitly to important facets of those responses, as well as to related units of analysis. We describe the Teacher Response Coding scheme (TRC) to illustrate how such attention might play out, and then apply the TRC to an excerpt of classroom mathematics discourse to demonstrate the affordances of this approach. We conclude by making several further observations about the potential versatility and power in articulating units of analysis and developing and applying tools that attend to these facets when conducting research on teacher responses.
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- PAR ID:
- 10218002
- Date Published:
- Journal Name:
- International Journal of Mathematical Education in Science and Technology
- ISSN:
- 0020-739X
- Page Range / eLocation ID:
- 1 to 26
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1080/0020739X.2021.1895341
