Counterstories of Preservice Elementary Teachers: Strategies for Successful Completion of Their Math Content Sequence

Master narratives exist in many forms within mathematics education. Preservice elementary teachers often are seen as having high levels of math anxiety while students in developmental mathematics are seen as being deficit in their mathematical understanding. This study uses counterstories to underst...

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Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2020
Hauptverfasser:	Cawley, Anne, Eldick, Hazar, Cano, Samantha
Format:	Report
Sprache:	eng
Schlagworte:	Attitudes toward Disabilities Critical Race Theory Developmental Studies Programs Elementary School Teachers Females Gender Bias High Schools Mathematics Anxiety Mathematics Education Minority Group Students Peer Relationship Preservice Teachers Racism Remedial Mathematics Student Experience Teacher Education Programs
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Zusammenfassung:	Master narratives exist in many forms within mathematics education. Preservice elementary teachers often are seen as having high levels of math anxiety while students in developmental mathematics are seen as being deficit in their mathematical understanding. This study uses counterstories to understand the experiences of two women of color, who are enrolled in math content courses for preservice elementary teachers. Students share strategies that they learned from one math content course in order to succeed in their math course sequence. [For the complete proceedings, see ED629884.]