Definitions Matter: Preservice Teachers’ Conceptions of Antiracist Mathematics Teaching

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  In Roundtable Session: Investigating Teacher Development from the Inside Out

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 45 elementary preservice teachers enrolled in an elementary math methods course in Spring 2023. We utilize Martin's (2009) conceptual framework, which purports that mathematics education consists of “racialized forms of experience” (pg. 7). Findings are presented as two composite narratives representing two distinct conceptions about anti-racist math teaching: 1. Equitable or culturally relevant teaching, 2. Teaching that acknowledges race and confronts racism. We discuss implications of this study for mathematics teacher education.

Authors

• Karisma Morton, University of North Texas

• Antonieta Barces, University of North Texas

• Zutella Holmes, University of North Texas

• Queshonda J. Kudaisi, University of North Texas