An Investigation Into the Relationship Between Preservice Teachers’ Learning Experiences and Teaching Aspirations in Mathematics

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Abstract

We utilize critical race theory and whiteness in mathematics education to investigate how elementary preservice teachers (PSTs) of Color acknowledge whiteness in their math learning experiences and whether this influences the type of math teacher they aspire to be through their math autobiographies and other artifacts. Our findings suggest that the PSTs of Color in our study acknowledge whiteness in their math learning experiences. However, this did not always translate to math teaching intentions that were racially just. These findings contribute to conversations around the pervasiveness of whiteness in math education spaces and the need for math teacher education programs that create opportunities for PSTs of Color to confront racial inequality and pursue racial justice in their future math teaching.

Authors

• Karisma Morton, University of North Texas

• Brittany Frieson, University of Texas at Austin