In Circles Within Affinity Spaces: Black Women Pre-Service Teachers’ Narratives of Their Mathematics Teacher Identity (Poster 3)

• In Event: Decolonizing Mathematics Education Through Storytelling: A Tool for Exploring Identity, Justice, and Community

Abstract

For pre-service teachers (PSTs) to excel in enhancing students’ learning in mathematics, it is essential for them to examine their own mathematics teacher identities. While existing literature has explored teacher identity development in pre-service teachers, research in elementary mathematics education concerning Black PSTs is scarce, particularly Black women. This poster examined the construction of mathematics teacher identity among Black women PSTs in a hybrid elementary mathematics methods course at a predominantly white institution. The research explored the use of comics storytelling to visually articulate their experiences as mathematics teachers. Grounded in Black feminist thought (Collins, 2000), mathematics teacher identity (Aguirre et al., 2013; Chao, 2012), and storytelling theories (Lambert, 2013; Sfard & Prusak, 2005), this study employed narrative inquiry (Clandinin & Connelly, 2000; Kim, 2016) with an ethnographic perspective (Green & Bloome, 2004). Analysis of data sources in this study involved a thematic analysis (Braun & Clarke, 2006) and narrative analysis (Cortazzi, 1993).
In addition to developing a protocol for using comics storytelling as a visual narrative tool, the study found that story circles in affinity spaces within a mathematics methods course were powerful in breaking “Black silence” and disrupting the assumption that all PSTs were aware of their mathematics teacher identity. Sharing their comics with the larger class allowed white colleagues to engage and interact with the experiences of these Black PSTs, taking a step toward dismantling the invisible white wall that separates and silences marginalized PSTs.
Furthermore, central to their mathematics teacher identity formation was the “cultivation of images” – of the child and the teacher. Findings also showed a profound connection between the Black pre-service teachers’ narratives, their personality, and their mathematics teacher identity. Through story circles, reflections, and discussions, the Black women PSTs recognized their evolving mathematics teacher identities, understanding that positive evolution requires community, sharing, and reflection. The affinity space evolved into a support group, wherein the PSTs also recognized the first author as a role model.
In connection to AERA 2025, this research significantly contributes to the theme, “Research, Remedy, and Repair: Toward Just Education Renewal,” by addressing the underexplored area of Black women PSTs’ mathematics teacher identity. Through creative mediums such as comics storytelling and affinity spaces, the study provides insights (Research) into how these educators construct and evolve their mathematics teacher identities amidst systemic barriers. It proposes actionable strategies (Remedy) by showcasing how supportive and reflective communities can break “Black silence” and challenge misconceptions in predominantly white institutions. Additionally, the research emphasizes the importance of continuous reflection and community engagement for the positive evolution of mathematics teacher identities, thereby promoting resilience and agency among marginalized educators (Repair). This approach aligns with the goal of just education renewal by advocating for intentional reflective practices in mathematics methods courses and amplifying voices of PSTs from marginalized communities; thus, fostering inclusive, equitable educational environments.

Author

• Ruth Nneoma Oliwe, The Ohio State University