Political conocimiento in teaching mathematics: Intersectional identities as springboards and roadblocks

Rochelle Gutiérrez; Marrielle Myers; Kari Kokka

doi:10.5281/zenodo.5414228

Political conocimiento in teaching mathematics: Intersectional identities as springboards and roadblocks

Rochelle Gutiérrez, Marrielle Myers, Kari Kokka

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

Today’s mathematics teachers must navigate the politics of teaching and learning mathematics in various contexts. Yet, many teacher preparation programs continue to focus on content and pedagogical knowledge, leaving teachers unprepared for these challenges. This study investigates the role of intersectional identities on the ways 49 teacher candidates (TCs) in the United States engaged with a tool designed to develop their abilities to analyze school politics to develop their propensities to intervene on behalf of historically marginalized students. Findings indicate TCs’ racialized identities, personalities, ethical positions, and grade levels impacted the ways they were (or were not) compelled to act. Implications for future research are discussed.

Original language	English (US)
Title of host publication	Exploring new ways to connect
Subtitle of host publication	Proceedings of the Eleventh International Mathematics Education and Society Conference
Editors	David Kollosche
Publisher	Tredition
Pages	507-516
Volume	2
ISBN (Print)	9783347399105, 9783347399112
DOIs	https://doi.org/10.5281/zenodo.5414228
State	Published - 2021
Event	2021 International Mathematics Education and Society Conference - Klagenfurt, Austria Duration: Sep 24 2021 → Sep 29 2021 Conference number: 11

Conference

Conference	2021 International Mathematics Education and Society Conference
Country/Territory	Austria
City	Klagenfurt
Period	9/24/21 → 9/29/21

Online availability

10.5281/zenodo.5414228License: CC BY

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Political conocimiento in teaching mathematics: Intersectional identities as springboards and roadblocks. / Gutiérrez, Rochelle; Myers, Marrielle; Kokka, Kari.
Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. ed. / David Kollosche. Vol. 2 Tredition, 2021. p. 507-516.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Gutiérrez, R, Myers, M & Kokka, K 2021, Political conocimiento in teaching mathematics: Intersectional identities as springboards and roadblocks. in D Kollosche (ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. vol. 2, Tredition, pp. 507-516, 2021 International Mathematics Education and Society Conference, Klagenfurt, Austria, 9/24/21. https://doi.org/10.5281/zenodo.5414228

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abstract = "Today{\textquoteright}s mathematics teachers must navigate the politics of teaching and learning mathematics in various contexts. Yet, many teacher preparation programs continue to focus on content and pedagogical knowledge, leaving teachers unprepared for these challenges. This study investigates the role of intersectional identities on the ways 49 teacher candidates (TCs) in the United States engaged with a tool designed to develop their abilities to analyze school politics to develop their propensities to intervene on behalf of historically marginalized students. Findings indicate TCs{\textquoteright} racialized identities, personalities, ethical positions, and grade levels impacted the ways they were (or were not) compelled to act. Implications for future research are discussed.",

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AB - Today’s mathematics teachers must navigate the politics of teaching and learning mathematics in various contexts. Yet, many teacher preparation programs continue to focus on content and pedagogical knowledge, leaving teachers unprepared for these challenges. This study investigates the role of intersectional identities on the ways 49 teacher candidates (TCs) in the United States engaged with a tool designed to develop their abilities to analyze school politics to develop their propensities to intervene on behalf of historically marginalized students. Findings indicate TCs’ racialized identities, personalities, ethical positions, and grade levels impacted the ways they were (or were not) compelled to act. Implications for future research are discussed.

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Political conocimiento in teaching mathematics: Intersectional identities as springboards and roadblocks

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