Imagining Preservice Secondary Mathematics Teachers’ Approaches To Inclusivity In Future Classrooms: A Preliminary View

• In Event: AERA Research in Progress Roundtable Session Five
  In Invited Roundtable: Research-in-Progress RT013 (Sunday)

Abstract

Teacher perceptions toward students with disabilities affect the promotion of classroom environments that make students feel capable (or not) of actively participating. It is essential to delve into understanding teacher perceptions toward students with disabilities as factors for the practical promotion of inclusive education. In this paper, I present my plan for an empirical study to better understand preservice secondary mathematics teachers’ (PSTs) perceptions toward students with disabilities and their influence on future classroom dynamics toward promoting humanizing or dehumanizing experiences for these students. This study brings tools that might help mathematics education programs to access the perceptions of faculty members and students, and use that information to productively engage them in professional development about inclusive mathematics classrooms regarding disability.

Author

• Offir Romero Castro, Western Michigan University