The Entangled Nature of Tensions: Appalachian Elementary Preservice Teachers' Problematization of Equity in Mathematics Education

• In Event: Intentions, Strategies, and Entangled Problems of Mathematics Practice

Abstract

The research reported in this paper focuses on the entangled nature of Appalachian elementary pre-service teachers’ (EPSTs) tensions manifesting as they consider critical notions of equitable mathematics teaching (e.g., identity and power) as well as a critical pedagogy of place. In this paper, we explicate two salient tensions – political/neutral and permissible/not permissible. This research informs our larger design-based research project seeking to inform to the iterative design of learning experiences in an elementary mathematics methods course focused on supporting EPSTs to understand the complexity of equity in mathematics teaching.

Authors

• Keri Duncan Valentine, West Virginia University

• Johnna Bolyard, West Virginia University