Women-Identifying Graduate Students’ Values of Mathematics Teaching and Learning: Illuminating Sites of Negotiation and Affirmation

Artigo2025

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Resumo

Graduate students’ values related to teaching and learning are critical in shaping their professional identities and future careers as faculty members. These values encapsulate instructors’ convictions about what is important or worthwhile as it relates to mathematics teaching and learning. Research suggests that mathematical discourses reflect and empower dominant masculine values. Thus, we explore three women-identifying graduate students’ values related to teaching and learning mathematics to highlight their voices and emphasize ways in which their values align with or challenge dominant masculine values. Utilizing interview data, we found four values across the three participants: collaboration, student-instructor perceptions, humanizing mathematics, and compassion and care for students’ wellbeing. We discuss how these values interact with dominant masculine mathematical discourses and the ways in which these values may help foster equitable mathematics pedagogy. We also identified experiences and features of postsecondary mathematics education through which they encountered and negotiated these values.

Dados da obra

Tipo: Artigo
Periódico: Journal of Research in Science, Mathematics and Technology Education, v. 8, n. SI, p. 427-447
Editora: Eastern Mennonite University
Ano: 2025 (2025-06)
Idioma: en
Palavras-chave: Graduate Students; Gender; Values; Equity; Postsecondary Education
DOI: 10.31756/jrsmte.4119si
ISSN: 2577-6789
Acesso: Download disponível
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
OLARTE, T. Royce; STREET, Ciera. Women-Identifying Graduate Students’ Values of Mathematics Teaching and Learning: Illuminating Sites of Negotiation and Affirmation. Journal of Research in Science, Mathematics and Technology Education, v. 8, n. SI, p. 427-447, 2025. DOI: https://doi.org/10.31756/jrsmte.4119si.

APA

Olarte, T. R., & Street, C. (2025). Women-Identifying Graduate Students’ Values of Mathematics Teaching and Learning: Illuminating Sites of Negotiation and Affirmation. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 427-447. https://doi.org/10.31756/jrsmte.4119si

BibTeX

@article{olarte2025,
  author = {Olarte, T. Royce and Street, Ciera},
  title = {Women-Identifying Graduate Students’ Values of Mathematics Teaching and Learning: Illuminating Sites of Negotiation and Affirmation},
  year = {2025},
  journal = {Journal of Research in Science, Mathematics and Technology Education},
  volume = {8},
  number = {SI},
  pages = {427-447},
  publisher = {Eastern Mennonite University},
  doi = {10.31756/jrsmte.4119si},
  language = {en}
}

RIS

TY  - JOUR
AU  - Olarte, T. Royce
AU  - Street, Ciera
TI  - Women-Identifying Graduate Students’ Values of Mathematics Teaching and Learning: Illuminating Sites of Negotiation and Affirmation
PY  - 2025
JO  - Journal of Research in Science, Mathematics and Technology Education
VL  - 8
IS  - SI
SP  - 427
EP  - 447
DO  - 10.31756/jrsmte.4119si
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS