skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Deconstructing Black Preservice Elementary Teachers Entering Identities & Visions
In this paper, we present findings of the entering mathematics identities and visions of high-quality mathematics teaching of Black freshman undergraduate preservice elementary teachers. Evidence suggests that race and racialized experiences impacted both their MIs and their vision for mathematics teaching, highlighting the need to attend to these constructs as we support the preparation of Black teachers who can flourish in their humanity and brilliance.  more » « less
Award ID(s):
1955792
PAR ID:
10410471
Author(s) / Creator(s):
Editor(s):
In Cobbs, G. and
Date Published:
Journal Name:
Research Council on Mathematics Learning
Page Range / eLocation ID:
88- 98
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. (, Proceedings of the fiftieth annual conference of the Research Council on Mathematics Learning)
    Cobbs, G. and (Ed.)
    In this paper, we present findings of the entering mathematics identities and visions of high-quality mathematics teaching of Black freshman undergraduate preservice elementary teachers. Evidence suggests that race and racialized experiences impacted both their MIs and their vision for mathematics teaching, highlighting the need to attend to these constructs as we support the preparation of Black teachers who can flourish in their humanity and brilliance. 
    more » « less
  2. (, Annual meeting program American Educational Research Association)
    In this presentation, the research team discussed teachers' facilitation of argumentation in teaching computer programming (or coding) and how it related to their epistemic beliefs about mathematics and science. The preliminary results showed that teachers engaged their students in both justificatory and inquiry arguments when teaching coding. This was not the case with respect to mathematics and science, in which teachers described engaging students either in justificatory or inquiry argumentation exclusively. The team proposes that these siloed uses of argumentation in mathematics and science relate to the teachers' epistemic beliefs about the disciplines, and their use of argumentation in coding builds on and goes beyond their experiences with argumentation in teaching mathematics and science. 
    more » « less
  3. ; ; ; (, North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lamberg, T. (Ed.)
    Our paper details the ways teachers understand and navigate equity-oriented dilemmas (Berlak & Berlak, 1981) when teaching mathematical modeling and how mathematics teacher educators can support teachers’ learning of culturally responsive mathematics teaching. Using Zavala and Aguirre’s (in press) framework for culturally responsive mathematics teaching, we explored the ways teachers describe and frame their choices when faced with dilemmas. Findings revealed that teachers identified dilemmas with Rigor and Support most often, followed by Knowledges and Identities. Dilemmas related to Power and Participation occurred far less frequently. Implications for teacher professional development are discussed. 
    more » « less
  4. ; ; (, Proceedings of the 46th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA))
    Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G (Ed.)
    Building on the theory of practical rationality, we explore how three beginning secondary mathematics teachers reconcile competing professional obligations, namely: disciplinary, individual, and institutional obligations. As these teachers transitioned from supervised teaching to teaching their own classrooms, they reconciled competing obligations and developed their own ideas about mathematics teaching and learning. The analysis revealed that it was only institutional obligation that conflicted with either disciplinary, or individual obligation, or with teachers’ own teaching preferences. No other two obligations appeared to clash. The conflict with institutional obligation was reconciled in favor of institutional obligation in less than 30% of instances. In the vast majority of cases, another obligation took precedence. 
    more » « less
  5. ; ; (, Psychology of Mathematics Education - North America)
    Field experience personnel, such as cooperating teachers (CTs) and university supervisors (USPs), play an important role in supporting mathematics pre-service teachers (PSTs) to learn about equitable teaching practices. We employed case study methodology to explore the perceptions of CTs and USPs about mathematics identity. A group of CTs and USPs participated in professional development during the Fall 2023 semester to learn about ways to develop students’ mathematics identity. In this brief research report we share these CTs’ and USPs’ ideas about their own mathematics identity, their students’ mathematics identity, and how these ideas influence their teaching practice. Our findings have implications for redesigning field experience in teacher education programs. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email