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Equity and Criticality in Mathematics Teacher Education
Thu, April 21, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom ESession Type: Paper Session
Abstract
Mathematics teachers are often expected to focus their attention on mathematical aspects of classroom activity apart from cultural, emotional and political aspects. These papers call upon researchers to support teachers in expanding what is visible, what gets named, and the role of the body in relation to equitable and just mathematics teaching.
Sub Unit
Chair
Papers
Are You Talking About Race? Navigating Racial Conversations in Online Mathematics Methods Courses - Monica Lyn Gonzalez, East Carolina University; Alesia Mickle Moldavan, Georgia Southern University
Shifting Framings in Teacher Noticing of Student Mathematical Thinking: From Deficits to Strengths - Thorsten Scheiner, Australian Catholic University
Exploring Professional Noticing and Equity Among Preservice Elementary Mathematics Teachers - Cindy Jong, University of Kentucky; Walker Mask, University of Kentucky; Jonathan Norris Thomas, University of Kentucky; Edna O. Schack, Morehead State University; Molly H. Fisher, University of Kentucky
Decolonizing Our Imaginations: Community Gardens, Living Mathematx, and Cultivating Equitable Education in Mathematics Methods Courses - Youmna Deiri, Texas A&M International University; Joanne Baltazar Vakil, The Ohio State University
Understanding the Emotional Ecology of Teacher Candidates' Development of Political Knowledge in Mathematics - Kari Kokka, University of Pittsburgh; Marrielle Myers, Kennesaw State University; Rochelle Gutierrez, University of Illinois at Urbana-Champaign