MULTICULTURAL MATHEMATICS DISPOSITIONS: A FRAMEWORK TO UNVEIL DISPOSITIONS TO TEACH CULTURALLY DIVERSE STUDENTS

• In Event: PRESERVICE TEACHER EDUCATION: MULTICULTURAL MATHEMATICS DISPOSITIONS

Description

We used the Multicultural Mathematics Dispositions (MCMD) framework to analyze preservice teachers’ (PSTs) dispositions to teach diverse students’ population during a cultural awareness unit in a mathematics methods course. The framework is defined as a function of three constructs: openness, self-awareness/self-reflectiveness, and commitment to culturally relevant mathematics teaching. We selected two components from the unit as our data sources. Using the framework, we analyzed the ways in which PSTs expressed any of the MCMD constructs in each of the components. We found that self-awareness/self- reflectiveness was the most common dispositional construct expressed by the PSTs, which led to openness.

Authors

• Dorothy Y. White, University of Georgia

• Kirsten Keels, University of Georgia

• KANITA KIMMONS DUCLOUX, Western Kentucky University

• Angel M. Carreras-Jusino, The University of Georgia

• Dario Andres Gonzalez, University of Georgia