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:	Anderson, Robin Keturah¹ randers6@ncsu.edu, Edgington, Cyndi² cpedging@ncsu.edu, Males, Lorraine M.¹ lmales2@unl.edu, Martinez, Ricardo³ rfm5798@psu.edu, Ellis, Ruby¹ rellis7@ncsu.edu, Quist, Maggan Sophia² mquist4@huskers.unl.edu, Lawerance, Kenya¹ kllawren@ncsu.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2025, p1769-1771. 3p.
Subject Terms:	Mathematics education, Teacher education, *Student teachers, Anti-Black racism, Social sustainability, Intersectionality, Equality, Critical consciousness
Abstract:	This working group builds upon the PME-NA 46 working group to advance strategies for Mathematics Teacher Educators (MTEs) in implementing research-informed modules addressing anti-Blackness in mathematics education. Focused on fostering critical consciousness in Pre-Service Teachers (PSTs), MTEs will explore creating safe yet critical spaces for reflection, managing resistance, and helping PSTs navigate their positionalities and socio-political contexts. The group will also address sustainability and scalability of the modules across diverse teacher preparation programs. Sessions will encourage practical, action-oriented dialogue, sharing best practices, and co-developing strategies for adapting modules to address intersectionality, historical inequities, and local contexts. The goal is to enhance the impact of the modules, empowering MTEs to foster inclusive and transformative mathematics education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	This working group builds upon the PME-NA 46 working group to advance strategies for Mathematics Teacher Educators (MTEs) in implementing research-informed modules addressing anti-Blackness in mathematics education. Focused on fostering critical consciousness in Pre-Service Teachers (PSTs), MTEs will explore creating safe yet critical spaces for reflection, managing resistance, and helping PSTs navigate their positionalities and socio-political contexts. The group will also address sustainability and scalability of the modules across diverse teacher preparation programs. Sessions will encourage practical, action-oriented dialogue, sharing best practices, and co-developing strategies for adapting modules to address intersectionality, historical inequities, and local contexts. The goal is to enhance the impact of the modules, empowering MTEs to foster inclusive and transformative mathematics education. [ABSTRACT FROM AUTHOR]