Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
Abstract
While it is well-documented that students of color and students from low-income communities have often been denied access to a challenging education in mathematics in the United States, less is known about how teachers of color have overcome their deprived educational backgrounds to become teachers of mathematics who implement inquiry-based instructional methods as a means to improve their students’ learning and mathematical identities. In this article, we use a sociopolitical theoretical framework to examine how seven elementary school teachers of color characterized their experiences as mathematics students, themselves as teachers of mathematics, and their mathematical identities after experiencing significant professional development in mathematics. All the participants in this study had experienced extensive professional development support in mathematics over a sustained period of time. We demonstrate through the teachers’ narratives that, given the deprived mathematics education that the majority of the participants experienced as PK-12 students, having opportunities to participate in significant and focused PD in mathematics over a sustained period transformed how teachers viewed themselves as teachers and positively impacted their mathematical identities.
- Authors:
-
[1];
[1]
- Univ. of Wyoming, Laramie, WY (United States)
- Los Alamos National Lab. (LANL), Los Alamos, NM (United States)
- Publication Date:
- Research Org.:
- Los Alamos National Lab. (LANL), Los Alamos, NM (United States)
- Sponsoring Org.:
- USDOE
- OSTI Identifier:
- 1834537
- Report Number(s):
- LA-UR-21-30887
Journal ID: ISSN 2227-7102
- Grant/Contract Number:
- 89233218CNA000001
- Resource Type:
- Accepted Manuscript
- Journal Name:
- Education Sciences
- Additional Journal Information:
- Journal Volume: 11; Journal Issue: 11; Journal ID: ISSN 2227-7102
- Publisher:
- MDPI
- Country of Publication:
- United States
- Language:
- English
- Subject:
- 99 GENERAL AND MISCELLANEOUS; mathematics professional development; teachers of color; mathematical identities
Citation Formats
Kitchen, Richard, Martinez-Archuleta, Monica, Gonzales, Lorenzo, and Bicer, Ali. Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities. United States: N. p., 2021.
Web. doi:10.3390/educsci11110710.
Kitchen, Richard, Martinez-Archuleta, Monica, Gonzales, Lorenzo, & Bicer, Ali. Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities. United States. https://doi.org/10.3390/educsci11110710
Kitchen, Richard, Martinez-Archuleta, Monica, Gonzales, Lorenzo, and Bicer, Ali. Thu .
"Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities". United States. https://doi.org/10.3390/educsci11110710. https://www.osti.gov/servlets/purl/1834537.
@article{osti_1834537,
title = {Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities},
author = {Kitchen, Richard and Martinez-Archuleta, Monica and Gonzales, Lorenzo and Bicer, Ali},
abstractNote = {While it is well-documented that students of color and students from low-income communities have often been denied access to a challenging education in mathematics in the United States, less is known about how teachers of color have overcome their deprived educational backgrounds to become teachers of mathematics who implement inquiry-based instructional methods as a means to improve their students’ learning and mathematical identities. In this article, we use a sociopolitical theoretical framework to examine how seven elementary school teachers of color characterized their experiences as mathematics students, themselves as teachers of mathematics, and their mathematical identities after experiencing significant professional development in mathematics. All the participants in this study had experienced extensive professional development support in mathematics over a sustained period of time. We demonstrate through the teachers’ narratives that, given the deprived mathematics education that the majority of the participants experienced as PK-12 students, having opportunities to participate in significant and focused PD in mathematics over a sustained period transformed how teachers viewed themselves as teachers and positively impacted their mathematical identities.},
doi = {10.3390/educsci11110710},
journal = {Education Sciences},
number = 11,
volume = 11,
place = {United States},
year = {2021},
month = {11}
}
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