Navigating the White Space of Mathematics: Lessons Learned from Mathematics Teacher Educators of Color [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Yeh, Cathery; Bianco, Kathryn; Asato, Kayla; Thanheiser, Eva; Victoria, Breána; Roady, Nicole; Elliott, Rebekah; Heaton, Ruth
Titel	Navigating the White Space of Mathematics: Lessons Learned from Mathematics Teacher Educators of Color [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Teachers; Teacher Educators; Minority Group Teachers; African American Teachers; Hispanic Americans; Racism; Faculty Development; Teacher Attitudes; Mathematics Education; Resistance (Psychology); Mathematics Instruction; Student Diversity; Minority Group Students; Equal Education; White Teachers + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; African Americans; Afroamerikaner; Hispanic; Hispanoamerikaner; Rassismus; Lehrerverhalten; Mathematische Bildung; Resistenz; Mathematics lessons; Mathematikunterricht
Abstract	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. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01