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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:
10410474
Author(s) / Creator(s):
Editor(s):
Cobbs, G. and
Date Published:
Journal Name:
Proceedings of the fiftieth annual conference of the Research Council on Mathematics Learning
Page Range / eLocation ID:
88-98
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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