"Looking Beyond What Aren't They Getting": Supporting Beginning Teachers With a Strengths-Based Approach to Mathematics

• In Event: Advancing Equity in STEM With Culturally Relevant Pedagogy

Abstract

Though building from students’ mathematical strengths rather than focusing on deficits is considered an important part of pre-service preparation towards equitable teaching, there is little research on how to support beginning teachers to carry forward this commitment. This paper reports on a design-based study aimed at supporting first-year elementary school teachers towards equitable math teaching through participation in a strengths-based learning community. Participants encountered challenges to their commitments as they attempted to enact a strengths-based approach in contexts steeped in a culture of deficit. Preliminary findings indicate that the community provided support for navigating those challenges through looking closely to identify the sensible mathematics in nonstandard student work and making sense of what it means to learn specific mathematics topics.

Author

• Mallika Scott, University of California - Berkeley