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  1. (, Research Council on Mathematics Learning)
    In 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. 
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