Political Conocimiento in Teaching Mathematics: Teachers' Intersectional Identities as Springboards and Roadblocks

• In Event: Embracing Discomfort for Professional Growth: Learning From STEM and Elementary Teacher Experiences

Abstract

Today’s mathematics teachers must navigate the politics of teaching and learning mathematics in various contexts. Yet, many teacher preparation programs continue to focus on content and pedagogical knowledge, leaving teachers unprepared for these challenges. This study investigates the role of intersectional identities on the ways 49 teacher candidates (TCs) in the United States engaged with a tool designed to develop their abilities to analyze school politics to develop their propensities to intervene on behalf of historically marginalized students. Findings indicate TCs’ racialized identities, personalities, ethical positions, and grade levels impacted the ways they were (or were not) compelled to act. Implications for future research are discussed.

Authors

• Rochelle Gutierrez, University of Illinois at Urbana-Champaign

• Marrielle Myers, Kennesaw State University

• Kari Kokka, University of Pittsburgh