OUR INACTION IS ACTION: COUNTERING ANTI-BLACKNESS IN SECONDARY MATHEMATICS TEACHER PREPARATION.

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Title:	OUR INACTION IS ACTION: COUNTERING ANTI-BLACKNESS IN SECONDARY MATHEMATICS TEACHER PREPARATION.
Authors:	Ellis, Ruby L.¹ Rellis7@ncsu.edu, Martinez, Ricardo² Rfm5798@psu.edu, Quist, Maggan³ mquist4@unl.edu, Males, Lorraine⁴ lmales2@unl.edu, Anderson, Robin¹ randers6@ncsu.edu, Edgington, Cyndi¹ cpedging@ncsu.edu, Lawrence, Kenya¹ kllawren@ncsu.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2024, p2149-2151. 3p.
Subject Terms:	Mathematics education, Mathematics teachers, Curriculum, Teaching methods, *Mathematics students
Abstract:	This group is dedicated to dismantling anti-Blackness in secondary mathematics teacher preparation through the development of critical, research-informed modules for Mathematics Teacher Educators. Our mission is to equip Pre-Service Teachers with knowledge, skills, and dispositions necessary to foster critical consciousness and counter systemic inequities in mathematics education. Leveraging improvement science methods, we aim to create, refine, and share six modules addressing instructor reflexivity, PST beliefs, identity and agency, political and historical context, systemic anti-Blackness, and actionable plans for student liberation. These modules are poised to transform mathematics teaching practices, promoting equity and stimulating interest in STEM among historically marginalized students. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	This group is dedicated to dismantling anti-Blackness in secondary mathematics teacher preparation through the development of critical, research-informed modules for Mathematics Teacher Educators. Our mission is to equip Pre-Service Teachers with knowledge, skills, and dispositions necessary to foster critical consciousness and counter systemic inequities in mathematics education. Leveraging improvement science methods, we aim to create, refine, and share six modules addressing instructor reflexivity, PST beliefs, identity and agency, political and historical context, systemic anti-Blackness, and actionable plans for student liberation. These modules are poised to transform mathematics teaching practices, promoting equity and stimulating interest in STEM among historically marginalized students. [ABSTRACT FROM AUTHOR]