PME-NA

“I want to make these kids feel seen”: Pláticas with Latine Secondary Mathematics Teachers

• In Event: Student Experiences in Classroom Settings

Description

Latine students remain underrepresented in mathematics due to systemic inequities and exclusionary practices. This study explores how Latine secondary mathematics teachers leverage their experiences to support their students through relational teaching approaches. Using pláticas as a methodology and a lens, the study is framed within Chicana feminist epistemology and the concept of Xicana Sacred Space, emphasizing collective theorization and meaning-making. Findings highlight the significance of relationship-building, providing innovative support, and setting high expectations in fostering student success and engagement. This work contributes to ongoing discussions on transformative teaching practices and the role of teachers’ experiences in shaping equitable mathematics education.

Authors

• Sabrina Zarza, Michigan State University

• Tania Pelayo, None

• Nicolette Capriles, none

• Fabian Gutierrez, none