PME-NA

Disrupting Western Mathematics: A Framework for Considering Sociopolitical Consciousness in Mathematics Teacher Education

• In Event: Disrupting Western Mathematics

Description

Culturally relevant/responsive pedagogies (CRP) are an essential component of mathematics teaching and mathematics teacher education. One important dimension, sociopolitical consciousness, is neglected in some versions of CRP. This paper explores what it means for mathematics teacher educators (MTEs) to model and equip prospective and practicing teachers (PTs) to disrupt Western mathematics, an often-overlooked aspect of sociopolitical consciousness. Building on the work of Bishop (1994), we introduce a framework for categorizing existing examples of research and practice in mathematics teacher education. With this framework, we unpack what disrupting Western mathematics can look like using examples from existing literature. This research has implications for furthering the work of MTEs in rethinking their teaching and mentoring practices.

Authors

• Kathleen Nolan, University of Regina

• Lindsay M. Keazer, Sacred Heart University