PME-NA

Designing Modules to Enhance Rehumanizing Mathematics and Professional Noticing Skills for Elementary Preservice Teachers

• In Event: Poster Session #2

Description

This study examines the structure and content of in-class modules used in a collaborative project to develop elementary preservice teachers (PSTs) professional noticing (PN) (Jacobs et al., 2010) of children’s mathematical thinking while integrating rehumanizing mathematics (RM) (Gutiérrez, 2018). We analyzed mathematics teacher educators’ (MTEs) feedback from piloting modules and how the content of one module leverages RM and PN frameworks. Through content analysis, we reveal elements including the integration of these frameworks with personal experiences, engaging activities, and video analysis, while identifying further iteration to help PSTs view these as interconnected rather than separate practices. The study has implications for integrating RM and PN to help PSTs foster equitable mathematics instruction, demonstrating an effective structure and content for teaching mathematics through a sociopolitical lens

Authors

• Anh Pham, University of Texas at San Antonio

• Segun Timothy Ajose, University of Kentucky

• Crystal Kalinec-Craig, University of Texas at San Antonio

• Jonathan Norris Thomas, University of Kentucky

• Emily Bonner, University of Texas at San Antonio

• Cindy Jong, University of Kentucky

• Molly Fisher, Rowan University

• Naomi Jessup, Georgia State University