Articulating Theoretical and Methodological Approaches for Mathematics and Science Teachers' Pursuit of Racial Justice

Session Type: Symposium

Abstract

This session seeks to articulate the different conceptualizations and methodological approaches for studying mathematics and science teacher learning for equity and justice. Despite an urgent call for facilitating professional learning focusing on attending and addressing racial injustice and racism in mathematics and science classrooms, several issues plague these efforts: the lack of (a) consensus about what it means to address inequity and injustice in classrooms; (b) articulation about the assumptions behind theoretical and methodological approaches undertaken by researchers; and (c) interdisciplinary conversations that enable the field to develop a powerful theory of teacher learning. This session directly responds to this year’s theme, “Accepting Educational Responsibility” by attending to one key challenge—empowering educators to promote justice in their places.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 01: Teaching, Teacher Education and Professional Development in the Content Areas

Chair

• Hosun Kang, Seoul National University

Papers

• Political Knowledge in Teaching Mathematics: Activities to Advance Preservice Teacher Understandings for Antiracist Teaching - Kari Kokka, University of Pittsburgh; Rochelle Gutierrez, University of Illinois at Urbana-Champaign; Marrielle Myers, Kennesaw State University

• Transforming Science Teaching for Equity and Justice by Teachers and Researchers Working Together - Hosun Kang, Seoul National University; Raúl Orduña Picón, University of Massachusetts - Boston

• Supporting Elementary Teachers Recognize Emergent Multilingual Students' Sense-Making Repertoires - Enrique (Henry) Suárez, University of Massachusetts - Amherst

• Evolution of a Culturally Responsive Mathematics Teaching Lesson Analysis Tool - Julia M. Aguirre, University of Washington - Tacoma; Maria del Rosario Zavala, San Francisco State University

Discussant

• Ilana S. Horn, Vanderbilt University