Anti-Racist Mathematics Teaching as Perceived by Elementary Preservice Teachers

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Preservice Mathematics Teaching and Mathematics Teacher Education (Table 7)

Abstract

We present findings from a qualitative content analysis guided by the following research question: What are elementary preservice teachers’ (PSTs’) initial conceptions about anti-racist math teaching? Our participants are approximately 50 elementary preservice teachers enrolled in an elementary math methods course in Spring 2023. We utilize Martin's (2009a) conceptual framework, which purports that mathematics education consists of “racialized forms of experience” (pg. 7). Preliminary findings suggest that PSTs denounced notions of innate mathematics ability due to race and common notions about racial hierarchies of mathematics ability however, they ascribed to more mainstream conceptions specifically within the indicators of “research, policy, and practice orientations to race,” and “aims and goals of mathematics education research, policy, and practice”.

Authors

• Karisma Morton, University of North Texas

• Antonieta Barces, University of North Texas

• Zutella Holmes, University of North Texas