Mathematics Teachers’ Awareness and Practices Privileging Identity and Power
Apr 11 @ 1 pm
This multiple case study used a critical lens of equity that privileges identity and power to examine three secondary mathematics teachers’ awareness and practices as they participated in a job-embedded community of practice. Participation in the community of practice included engaging in professional learning around equity-based mathematics practices designed to support teacher-driven solutions to teacher-identified problems of practice. Analysis of teacher awareness and practice attended to the ways that teachers centered critical notions of equity that privileged identity and power and negotiated the competing expectations of dominant and critical notions of equity.