Examining the Socialized Mathematics Experiences of Preservice Early Childhood Teachers of Color

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Research on Mathematical Identities, Emotions, and Stereotypes

Abstract

This study explored the ways in which pre-service teachers’ identities as teachers of mathematics are linked to their experiences as learners and have the potential to impact their future students. Thematic analysis revealed critical events in mathematical experience stemming from teaching practices, conceptual understanding, family interactions, testing, course grades, emotions/fear and remedial math. Further research should examine math identity development in pre-service teachers of color.

Author

• Ashley Renaire Davis, The City University of New York