Working the Tensions: Social Justice and Appalachian Place-Based Pedagogy in Elementary Mathematics Teacher Education

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Fostering Teacher Knowledge: Varying Approaches to Mathematics Methods in Teacher Education

Abstract

The research reported in this paper highlights the entangled nature of our design-based research efforts with tensions and productive problematizations explicated by elementary pre-service teachers (EPSTs) in Appalachia. Our four-year design project sought to engage EPSTs as they considered critical notions of equitable mathematics teaching (e.g., identity and power) as well as a critical pedagogy of place. In this paper, we will share the theoretical perspectives informing our work, our design framework, and the results of a fourth iteration of our project.

Authors

• Johnna Bolyard, West Virginia University

• Keri Duncan Valentine, West Virginia University