Using Memory-Work to Articulate the Purpose for Engaging in Photovoice with Mathematics Specialist Candidates

• In Event: Supporting Across the Stages of Teacher Development: Self-Studies of Mentorship for Pre-service, Graduate, and Doctoral Students

Abstract

The purpose of this self-study was to investigate my decision making in designing and implementing photovoice assignment in a graduate course for mathematics specialist candidates. Drawing upon memory-work methodology, with the support of my critical friend, mentor, and co-instructor, I engaged in a spiraling reflection process, immersing myself in artifacts from course planning and enactment. Values coding, analytical memos, and critical friend dialogue revealed how apparently conflicting beliefs guided my practice. Upon closer examination, I realized these priorities could be mutually supportive. In addition to improving my own teacher educator practice, findings from this self-study demonstrate that to be a critically oriented mathematics leader requires embracing complexity, in what self-study researchers have articulated as a constant state of becoming.

Authors

• Katherine Edwards, George Mason University

• Courtney Baker, George Mason University