When White Boys Dominate: Analyzing Two Teacher Candidates' Reflections on Enacted Math Discussions

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Pursuit of Equity, Criticality, and Counterstories in Mathematics Education (Table 13)

Abstract

With recent national attention to issues of racial justice, there have been increased efforts to support math teaching that is specifically and deliberately anti-racist. Drawing on data from a larger study, this paper examines how two white elementary teacher candidates made sense of the fact that, in math discussions that they led in virtual field placements, white boys dominated the discussion. The objective is to illustrate specific challenges and possibilities that mathematics teacher educators are likely to encounter as they work to support teachers and teacher candidates to develop an anti-racist math teaching practice.

Author

• Rosalie DeFino, University of Wisconsin - LaCrosse
  Presenting Author