Conceptualizing Mentoring for Critical Math Consciousness

• In Event: Critical Approaches to Mentoring and Teacher Residency

Abstract

Mentor teachers are key to the development and support of preservice teachers’ critical consciousness in mathematics, which is critical to advancing racial justice. Yet, there has been insufficient attention to the critical role mentor teachers play in teacher education. Drawing on educative mentoring (Feiman-Nemser, 1998; 2001) and critical math consciousness (Kokka, 2020), this study explores the ways three mentor teachers describe their work of mentoring for racial justice. From these descriptions, this study puts forth a new type of mentoring, critically conscious math mentoring.

Author

• Sheila Orr, University of Tennessee