How Am I Perceived/Received When Taking Action? Mathematics Teachers’ Intersectional Identities During the Mirror Test

• In Event: Math Coaching, Teacher Leadership, and Development of Math Teachers

Abstract

Mathematics teacher knowledge tends to center pedagogy, content, and students. Yet, such knowledge does not necessarily support teachers to question for what purpose mathematics is being taught and/or how to intervene if the learning environment is harmful for students who are Black, Indigenous, speakers of languages other than English, etc. Drawing upon Political Knowledge in Teaching Mathematics (PKTM), we present empirical results from three teacher education programs and our teacher candidates (n= 55) who we support to navigate their local politics. We apply the lens of “phases of the Mirror Test” to highlight how TCs’ intersectional identities influenced meanings they made of activities that supported their development of PKTM and how they might take action to intervene in harmful situations.

Authors

• Rochelle Gutierrez, University of Illinois at Urbana-Champaign

• Marrielle Myers, Kennesaw State University

• Kari Kokka, University of Nevada - Las Vegas