Political Conocimiento in Teaching Mathematics: Mathematics Teacher Candidates Enacting Their Ethical Identities
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Resumo
The sanctioned language around "mathematics teacher knowledge" in the US centers pedagogy, content (mathematical knowledge), and students. Yet, this teacher learning approach often promotes (explicitly or implicitly) teaching and learning of mathematics that operationalizes mathematics as rigid, as a gatekeeper, and only useful for global competition in STEM-related fields. These tacit capitalist goals result in teachers being expected to convey "clear and useful" mathematical information to students, not question why mathematics is being taught, who benefits, and/or how to intervene if the learning environment is harmful for students who are Black, Indigenous, students of Color, multilingual, dis/abled, queer, nonbinary, and/or of immigrant backgrounds. In this article, we build upon a form of relational knowing that intertwines mathematics, pedagogies, students, and politics called Political Conocimiento in Teaching Mathematics. Focusing on political knowledge brings the margins to the center by recognizing political issues cannot be separated from other dimensions or added on, as if politics are not already present in mathematics teaching and learning. As three women of Color, we present empirical results from three teacher education programs in the USA with teacher candidates (n = 55) who range in intersectional identities. Using scenario-based activities that support their development of political knowledge, we apply the lens of "The Mirror Test" to highlight how teacher candidates' intersectional identities influenced the ethical identities they enacted. Some candidates focused more on "accountability" while others focused on "performativity." We offer implications for future research on ethical identities in mathematics education with teachers and teacher candidates of various intersectional identities.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Mathematics Teacher Education, v. 27, n. 5, p. 755-781
- Editora
- Springer Science+Business Media
- Ano
- 2024 (2024-06-19)
- Idioma
- en
- Palavras-chave
- Mathematics Instruction; Mathematics Teachers; Preservice Teachers; Ethics; Professional Identity; Intersectionality; Teaching Methods; Student Characteristics; Politics of Education; Accountability; Performance; political knowledge; mathematics teacher candidates; moral identity; teacher professional development; scenario-based learning; performativity; marginalized students; relational knowing; women of color
- Temas
- Formação de Professores de Matemática
- DOI
- 10.1007/s10857-024-09627-5
- ISSN
- 1386-4416, 1573-1820
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
GUTIÉRREZ, Rochelle; KOKKA, Kari; MYERS, Marrielle. Political Conocimiento in Teaching Mathematics: Mathematics Teacher Candidates Enacting Their Ethical Identities. Journal of Mathematics Teacher Education, v. 27, n. 5, p. 755-781, 2024. DOI: https://doi.org/10.1007/s10857-024-09627-5.
APA
Gutiérrez, R., Kokka, K., & Myers, M. (2024). Political Conocimiento in Teaching Mathematics: Mathematics Teacher Candidates Enacting Their Ethical Identities. Journal of Mathematics Teacher Education, 27(5), 755-781. https://doi.org/10.1007/s10857-024-09627-5
BibTeX
@article{gutierrez2024,
author = {Gutiérrez, Rochelle and Kokka, Kari and Myers, Marrielle},
title = {Political Conocimiento in Teaching Mathematics: Mathematics Teacher Candidates Enacting Their Ethical Identities},
year = {2024},
journal = {Journal of Mathematics Teacher Education},
volume = {27},
number = {5},
pages = {755-781},
publisher = {Springer Science+Business Media},
doi = {10.1007/s10857-024-09627-5},
language = {en}
}RIS
TY - JOUR AU - Gutiérrez, Rochelle AU - Kokka, Kari AU - Myers, Marrielle TI - Political Conocimiento in Teaching Mathematics: Mathematics Teacher Candidates Enacting Their Ethical Identities PY - 2024 JO - Journal of Mathematics Teacher Education VL - 27 IS - 5 SP - 755 EP - 781 DO - 10.1007/s10857-024-09627-5 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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