The Construction of Antiracist Practices in Mathematics Teacher Education

• In Event: Disrupting White Supremacy in STEM Education Policies

Abstract

Drawing from Martin (2013), this project begins with status quo mathematics education as a white institutional space. Mathematics curricula have a “historical construction…based upon the thinking of White elites” and assert mathematics content as “neutral and impartial” (Martin, 2013, p. 323). Mathematics classrooms purport to deliver universal content devoid of culture, yet this is impossible within white supremacy institutions. In light of this, mathematics teacher educators that embrace the National Council of Teachers of Mathematics equity principle must go above and beyond in developing anti-racist teaching practices in their teacher candidates.
Developing socially just practices in mathematics teacher candidates is an active field of inquiry. De Freitas (2008) describes an action research project in her mathematics methods classroom seeking to challenge teacher candidates’ notions of privilege and success in mathematics, with some attention to whiteness as a contributing factor to the privilege afforded to some. More recently, Turner et al (2012) describe a multitude of coursework experiences for mathematics teacher candidates that engender equitable teaching practices according to race.

Author

• Mark Wolfmeyer, Kutztown University of Pennsylvania