Development of a Measure of Preservice Teachers' Implicit Perceptions of Interactions in Mathematics Classrooms

• In Event: Learning to Teach Mathematics: Assessment, Perception, and Equity in Preservice Teacher Education

Abstract

This study investigates the extent to which the introduction of visual and textual markers of students, teachers, and the school community in depictions of classroom interactions produces systematically different responses from preservice teachers. Markers include characters’ skin tones, names, and descriptions of the school and school community. Fifty-six preservice teachers were randomly assigned to one of two survey depiction formats: one form included visual and textual whereas the second form did not. Results indicate that, for several survey items, participants responded differently depending on the survey depiction format they viewed. Interpretations of results suggest that the inclusion of visual and textual markers may be of critical importance to include in rich media resources utilized in preservice mathematics teacher education.

Authors

• Lawrence M. Clark, University of Maryland

• Blake O'Neal Turner, University of Maryland - College Park

• Kristyn Lue, University of Maryland - College Park