Relationships in Mathematics Classrooms: Supporting Teachers’ Self-inquiry Through Embodied Reflective Practices

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Teaching Approaches (Table 7)

Abstract

Relational dimensions are important yet undertheorized in the math classroom, and teachers play a pivotal role in realizing or undermining educational equity. Thus it is important for teachers to engage in self-inquiry and critical reflection to examine the nature of their relationships in the math classroom. This project used embodied research methods to study relationships and support teachers in self-inquiry. Five dimensions of teachers’ relationships were identified, and the embodied methods were shown to be impactful in shifting teaching practices.

Author

• Marina Basu, Arizona State University