Rehumanizing Mathematics: Exploring the Influence of Teacher Candidates’ Intersectional Identities

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Sociopolitical Issues in STEM Teacher Education (Table 14)

Abstract

The Black Lives Matter movement, Land Back, and increased attention to Indigenous rights, combined with a global pandemic have shifted the educational landscape. As such, researchers have called for a focus on the cultures and lived experiences of students and their home communities, especially those who are Black, Indigenous, and students of Color. We draw upon a Rehumanizing Mathematics framework and offer empirical results of how teacher candidates with different intersectional identities make sense of an activity that supports them to radically reimagine mathematics teaching and learning. We found that TCs who identified with non-dominant identities, including not just race but gender, were more likely to question mathematics and to offer examples from their teaching that reflected RM principles.

Authors

• Rochelle Gutierrez, University of Illinois at Urbana-Champaign

• Richard Carlos L. Velasco, University of Florida