How In-Service Math I Teachers' Perceptions of Students' Knowledges Shaped Their Pedagogical Perspectives and Practices

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: In-Service and Preservice Teacher Education Across Content Areas (Table 17)

Abstract

Using data from a professional learning project, we investigated the perspectives and practices of inservice Math 1 educators. We examined the ways in which teachers discussed how they conceptualized their multilingual students’ funds of knowledge (FoK) and how these understandings affected the culturally sustaining pedagogies (CSP) they chose to employ. Using qualitative interviews and Google Form surveys, we found that these educators frequently conceptualized FoK as prior knowledge. This often resulted in pedagogies that, rather than sustaining students’ FoK, replaced their linguistic and cultural resources. This finding has important implications for how professional learning aids educators in learning to identify and value the ways of knowing, being, and speaking of students’ cultural communities.

Authors

• Paula Sevilla, University of California - Santa Barbara
  Presenting Author

• Sarah Ann Roberts, University of California - Santa Barbara
  Non-Presenting Author

• Julie Bianchini, University of California - Santa Barbara
  Non-Presenting Author