Envisioning the Role of the Teacher in Equitable Mathematics Instruction

• In Event: Ideology, Race, and Blackness in Mathematics Education

Abstract

We investigated the development of teachers’ and other practitioners’ visions of equitable mathematics instruction. This involved analyzing data from annual interviews conducted across three school years with 25 practitioners who were working in an urban school district that was trying to decrease a racial opportunity gap in secondary mathematics. During this time, participating teachers attended two 5-week professional learning workshops that aimed to support them in confronting sources of racial inequity in school mathematics. Our results include rubrics that model developing visions of equitable mathematics instruction along five dimensions: role of the teacher, mathematical tasks, grouping, evidence of equity, and race consciousness. In this paper, we focus on findings regarding the role of the teacher dimension.

Authors

• Cara Haines, University of Nevada - Las Vegas
  Non-Presenting Author

• Charles Munter, University of Missouri
  Presenting Author

• Erica N. Mason, University of Illinois at Urbana-Champaign
  Presenting Author