Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities

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...

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Autores principales:	Richard Kitchen, Monica Martinez-Archuleta, Lorenzo Gonzales, Ali Bicer
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	mathematics professional development teachers of color mathematical identities Education L
Acceso en línea:	https://doaj.org/article/cd3bbe7187584365b70bc5960649111e
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spelling	oai:doaj.org-article:cd3bbe7187584365b70bc5960649111e2021-11-25T17:23:33ZActualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities10.3390/educsci111107102227-7102https://doaj.org/article/cd3bbe7187584365b70bc5960649111e2021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/710https://doaj.org/toc/2227-7102While 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.Richard KitchenMonica Martinez-ArchuletaLorenzo GonzalesAli BicerMDPI AGarticlemathematics professional developmentteachers of colormathematical identitiesEducationLENEducation Sciences, Vol 11, Iss 710, p 710 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	mathematics professional development teachers of color mathematical identities Education L
spellingShingle	mathematics professional development teachers of color mathematical identities Education L Richard Kitchen Monica Martinez-Archuleta Lorenzo Gonzales Ali Bicer Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
description	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.
format	article
author	Richard Kitchen Monica Martinez-Archuleta Lorenzo Gonzales Ali Bicer
author_facet	Richard Kitchen Monica Martinez-Archuleta Lorenzo Gonzales Ali Bicer
author_sort	Richard Kitchen
title	Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
title_short	Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
title_full	Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
title_fullStr	Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
title_full_unstemmed	Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
title_sort	actualizing change after experiencing significant mathematics pd: hearing from teachers of color about their practice and mathematical identities
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/cd3bbe7187584365b70bc5960649111e
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Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities

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