Abstract

Prospective teachers must have opportunities in teacher education to critically reflect on race and racism in mathematics education. Engaging preservice teachers in such conversations during methods courses can be challenging. This study uses a scenario specifically designed to encourage preservice teachers to talk about race, including their understanding of race and racism in an authentic mathematics classroom situation and how a teacher might respond to the situation. Findings show that most prospective teachers responded with complacency by completing the assignment without making connections to the historical marginalisation of women of color, while others responded with contempt towards engaging in the activity. Teacher educators need to be prepared for these reactions when they do the work of developing their prospective teachers’ critical consciousness.

摘要

未来的教师必须有机会在教师教育中批判性地反思数学教育中的种族和种族主义。在方法课程期间让职前教师参与此类对话可能具有挑战性。本研究使用了一个专门设计的场景，以鼓励职前教师谈论种族，包括他们在真实的数学课堂环境中对种族和种族主义的理解，以及教师可能如何应对这种情况。调查结果表明，大多数准教师自满地完成作业而没有与有色人种女性的历史边缘化联系起来，而其他人则对参与活动表示蔑视。