Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs’ practices, we operationalized six MKT subdomains in terms of approximations of practice. We used that operationalization to investigate, which subdomains were evidenced in PMTs’ lesson plans and their lesson plan reflections. Eleven secondary PMTs participated in our study. Using a qualitative content analysis method, we found Knowledge of Content and Teaching most evidenced, suggesting that the PMTs demonstrated MKT when they described mathematical tasks and associated instructional activities. Also, the PMTs demonstrated Knowledge of Content and Students when they described how their students would engage with proposed mathematical tasks. However, the PMTs struggled to plan for activities by building on students’ potential mathematical thinking and reasoning. Only limited instances of Horizon Content Knowledge suggest that the PMTs had limited opportunities to demonstrate how their advanced mathematical knowledge connected with their mathematics teaching in the approximations of practice provided. We propose alternative forms of approximations of practice to optimize PMTs’ opportunities to demonstrate and develop MKT.
{"title":"Preservice teachers' mathematical knowledge for teaching: Focus on lesson planning and reflection","authors":"Bima Sapkota, Amanda Huffman Hayes","doi":"10.1111/ssm.12644","DOIUrl":"https://doi.org/10.1111/ssm.12644","url":null,"abstract":"Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs’ practices, we operationalized six MKT subdomains in terms of approximations of practice. We used that operationalization to investigate, which subdomains were evidenced in PMTs’ lesson plans and their lesson plan reflections. Eleven secondary PMTs participated in our study. Using a qualitative content analysis method, we found Knowledge of Content and Teaching most evidenced, suggesting that the PMTs demonstrated MKT when they described mathematical tasks and associated instructional activities. Also, the PMTs demonstrated Knowledge of Content and Students when they described how their students would engage with proposed mathematical tasks. However, the PMTs struggled to plan for activities by building on students’ potential mathematical thinking and reasoning. Only limited instances of Horizon Content Knowledge suggest that the PMTs had limited opportunities to demonstrate how their advanced mathematical knowledge connected with their mathematics teaching in the approximations of practice provided. We propose alternative forms of approximations of practice to optimize PMTs’ opportunities to demonstrate and develop MKT.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A large body of research literature has explored socio‐scientific issues (SSIs) in science teaching and learning, documenting the impact of epistemic beliefs on epistemic emotion, which influences student's reactions to complex scientific topics. Often, students' reactions reflect scientific misconceptions, the correction of which may result in emotional and attitudinal changes. However, research has not fully explored the impact of students' epistemic beliefs on emotions and attitudes toward genetically modified foods (GMFs). The purpose of this study was to examine the effects of students' epistemic beliefs on epistemic emotions and attitudes toward GMFs. A quantitative correlational research design was utilized with 78 students at a large private university in the Mid‐Atlantic United States. Participants' epistemic beliefs were assessed prior to reading a refutation text and a persuasive text about GMFs. Afterward, they completed questionnaires about epistemic emotions and attitudes toward GMFs. Results indicated that no statistically significant predictive relationship exists between the participants' epistemic beliefs and emotions or between epistemic beliefs and attitudes toward GMFs. However, a statistically significant predictive relationship was demonstrated between negative epistemic emotions and negative attitudes toward GMFs. The scholarly contributions and practical implications of these findings are discussed along with recommendations for future research.
{"title":"The effect of epistemic beliefs and emotions on students' attitudes toward genetically modified foods","authors":"David A. Lee, Jillian Wendt, Michelle Barthlow","doi":"10.1111/ssm.12641","DOIUrl":"https://doi.org/10.1111/ssm.12641","url":null,"abstract":"A large body of research literature has explored socio‐scientific issues (SSIs) in science teaching and learning, documenting the impact of epistemic beliefs on epistemic emotion, which influences student's reactions to complex scientific topics. Often, students' reactions reflect scientific misconceptions, the correction of which may result in emotional and attitudinal changes. However, research has not fully explored the impact of students' epistemic beliefs on emotions and attitudes toward genetically modified foods (GMFs). The purpose of this study was to examine the effects of students' epistemic beliefs on epistemic emotions and attitudes toward GMFs. A quantitative correlational research design was utilized with 78 students at a large private university in the Mid‐Atlantic United States. Participants' epistemic beliefs were assessed prior to reading a refutation text and a persuasive text about GMFs. Afterward, they completed questionnaires about epistemic emotions and attitudes toward GMFs. Results indicated that no statistically significant predictive relationship exists between the participants' epistemic beliefs and emotions or between epistemic beliefs and attitudes toward GMFs. However, a statistically significant predictive relationship was demonstrated between negative epistemic emotions and negative attitudes toward GMFs. The scholarly contributions and practical implications of these findings are discussed along with recommendations for future research.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"88 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Model-eliciting activities (MEAs) challenge students to interpret a problem and collaboratively create solutions using the engineering design process. This Innovation to Practice article describes how science, technology, engineering, and mathematics (STEM) teacher educators can use MEAs to build elementary teachers' understanding of computational thinking (CT). Our Countdown Timer MEA is aligned with Grade 2 mathematics and computer science standards. We discuss how this MEA created opportunities for teachers in an online graduate STEM education course to engage as learners in unplugged and plugged CT activities. Teachers used algorithmic design and debugging to model a digital display and to create block-based code for a recess countdown timer. Teachers' reflections on how their learning experiences were different than those offered in step-by-step CT lessons allowed teachers to envision how MEAs can promote important CT dispositions of persistence in open-ended problem solving and tolerance for ambiguity. By aligning MEA design and facilitation with the phases of the engineering design process, teacher educators can use modeling to engage elementary teachers in facets of CT that are transferable to the elementary STEM classroom.
{"title":"Integrating computational thinking in elementary STEM using the engineering design process","authors":"Terrie M. Galanti, Nancy M. Holincheck","doi":"10.1111/ssm.12638","DOIUrl":"https://doi.org/10.1111/ssm.12638","url":null,"abstract":"Model-eliciting activities (MEAs) challenge students to interpret a problem and collaboratively create solutions using the engineering design process. This Innovation to Practice article describes how science, technology, engineering, and mathematics (STEM) teacher educators can use MEAs to build elementary teachers' understanding of computational thinking (CT). Our Countdown Timer MEA is aligned with Grade 2 mathematics and computer science standards. We discuss how this MEA created opportunities for teachers in an online graduate STEM education course to engage as learners in unplugged and plugged CT activities. Teachers used algorithmic design and debugging to model a digital display and to create block-based code for a recess countdown timer. Teachers' reflections on how their learning experiences were different than those offered in step-by-step CT lessons allowed teachers to envision how MEAs can promote important CT dispositions of persistence in open-ended problem solving and tolerance for ambiguity. By aligning MEA design and facilitation with the phases of the engineering design process, teacher educators can use modeling to engage elementary teachers in facets of CT that are transferable to the elementary STEM classroom.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"94 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jonte C. Taylor, James D. Stocker, Starlette M. Sharp, William Therrien, Brian Hand
Students with disabilities (SWD) have consistently been excluded in science in science classrooms. As inquiry‐based instruction is the preferred method of science instruction, finding the best ways to teach using inquiry as an inclusive methodology is essential. The Science Writing Heuristic (SWH) is an argument‐based inquiry approach that has shown to be successful for SWD. The current study examines the efficacy of the SWH in inclusive elementary classrooms for SWD, specifically focusing on engagement. We introduce a theoretical framework for engagement for SWD across instructional needs. Additionally, the study analyzes behavioral observation data on engagement to evaluate the efficacy of the SWH for SWD. Randomly selected classrooms in treatment and control conditions across four rural midwestern schools participated in the current study. Teachers in the treatment group were trained in using the SWH approach for science instruction and compared to teachers in a control group who taught science using the district‐approved curriculum and methods. Mean scores were compared between SWD in SWH classrooms and their peers without disabilities and SWD in control classrooms. Multiple statistical and effect size analyses were conducted. Findings suggest that the SWH is an effective instructional approach that supports SWD in classroom engagement.
{"title":"The effects of science inquiry on engagement for elementary students with disabilities","authors":"Jonte C. Taylor, James D. Stocker, Starlette M. Sharp, William Therrien, Brian Hand","doi":"10.1111/ssm.12637","DOIUrl":"https://doi.org/10.1111/ssm.12637","url":null,"abstract":"Students with disabilities (SWD) have consistently been excluded in science in science classrooms. As inquiry‐based instruction is the preferred method of science instruction, finding the best ways to teach using inquiry as an inclusive methodology is essential. The Science Writing Heuristic (SWH) is an argument‐based inquiry approach that has shown to be successful for SWD. The current study examines the efficacy of the SWH in inclusive elementary classrooms for SWD, specifically focusing on engagement. We introduce a theoretical framework for engagement for SWD across instructional needs. Additionally, the study analyzes behavioral observation data on engagement to evaluate the efficacy of the SWH for SWD. Randomly selected classrooms in treatment and control conditions across four rural midwestern schools participated in the current study. Teachers in the treatment group were trained in using the SWH approach for science instruction and compared to teachers in a control group who taught science using the district‐approved curriculum and methods. Mean scores were compared between SWD in SWH classrooms and their peers without disabilities and SWD in control classrooms. Multiple statistical and effect size analyses were conducted. Findings suggest that the SWH is an effective instructional approach that supports SWD in classroom engagement.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"9 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shannon Locke, Jessica Rodrigues, Lindsey G. Mirielli
Multiple learning theories encourage the use of role models within K-12 settings and have guided research on role model representation to diversify the pursuit of science, technology, engineering, and mathematics (STEM) fields. Research has been clear on benefits of using role models, primarily focused on promoting gender and racial/ethnic diversity. Yet a critical need that has received less attention is the use of STEM role models for students with disabilities. The present systematic literature review identifies and synthesizes research on STEM role model mentorship programs and/or interventions for K-12 students with disabilities. Sixteen studies met the inclusion criteria and were coded across categories, with a particular focus on practical recommendations for effective use of STEM role models for students with disabilities and suggestions for future research. Practice-based recommendations emphasized, for example, the importance of establishing role model-student rapport and mentors receiving adequate training to best support their mentees. Research-focused recommendations included determining saliency of program/intervention components. Authors also suggest conducting future studies that investigate effectiveness of matching salient characteristics between role models and mentees. Overall, the findings suggest that STEM role models for students with disabilities is a promising avenue for supporting disability representation in STEM that warrants further investigation.
{"title":"STEM role models for students with disabilities: A systematic review highlighting recommendations for the classroom and future research","authors":"Shannon Locke, Jessica Rodrigues, Lindsey G. Mirielli","doi":"10.1111/ssm.12643","DOIUrl":"https://doi.org/10.1111/ssm.12643","url":null,"abstract":"Multiple learning theories encourage the use of role models within K-12 settings and have guided research on role model representation to diversify the pursuit of science, technology, engineering, and mathematics (STEM) fields. Research has been clear on benefits of using role models, primarily focused on promoting gender and racial/ethnic diversity. Yet a critical need that has received less attention is the use of STEM role models for students with disabilities. The present systematic literature review identifies and synthesizes research on STEM role model mentorship programs and/or interventions for K-12 students with disabilities. Sixteen studies met the inclusion criteria and were coded across categories, with a particular focus on practical recommendations for effective use of STEM role models for students with disabilities and suggestions for future research. Practice-based recommendations emphasized, for example, the importance of establishing role model-student rapport and mentors receiving adequate training to best support their mentees. Research-focused recommendations included determining saliency of program/intervention components. Authors also suggest conducting future studies that investigate effectiveness of matching salient characteristics between role models and mentees. Overall, the findings suggest that STEM role models for students with disabilities is a promising avenue for supporting disability representation in STEM that warrants further investigation.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"11 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrating STEM (science, technology, engineering, and mathematics) in authentic ways is often overlooked in early childhood spaces, despite young children having the ability to engage with the world around them through STEM practices. This piece showcases the work of children in a prekindergarten classroom as they explored an integrated STEM unit centering around the construction of a treehouse on their playground. Through the careful connection to content and standards in science, engineering, and mathematics, along with the integration of developmentally appropriate uses of technology, children learned about and constructed a treehouse on their school playground. Family and community partnerships also contributed to this work. We highlight the various phases of the project, associated standards, and tasks that children engaged with to help demonstrate the propensity of our youngest learners to authentically engage with STEM tasks.
{"title":"Exploring inquiry-based STEM in preschool: The treehouse project","authors":"Victoria Damjanovic, Jennifer Ward","doi":"10.1111/ssm.12640","DOIUrl":"https://doi.org/10.1111/ssm.12640","url":null,"abstract":"Integrating STEM (science, technology, engineering, and mathematics) in authentic ways is often overlooked in early childhood spaces, despite young children having the ability to engage with the world around them through STEM practices. This piece showcases the work of children in a prekindergarten classroom as they explored an integrated STEM unit centering around the construction of a treehouse on their playground. Through the careful connection to content and standards in science, engineering, and mathematics, along with the integration of developmentally appropriate uses of technology, children learned about and constructed a treehouse on their school playground. Family and community partnerships also contributed to this work. We highlight the various phases of the project, associated standards, and tasks that children engaged with to help demonstrate the propensity of our youngest learners to authentically engage with STEM tasks.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"14 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139770598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christine Lotter, Jennifer Crooks-Monastra, Greysi Irdam, Jan A. Yow
More research related to effective ways to support and retain teachers in the teaching profession is necessary as the need for science and mathematics teachers continues to grow. Understanding how teachers perceive challenges and experience support early in their career can contribute to building environments which foster teacher retention. This mixed-method study explored the influences on the self-efficacy and career satisfaction of a group of 21 early-career (2–6 years of classroom experience) secondary science and mathematics teachers who participated in a traditional university preparation program and scholarship program to prepare them for teaching in high-need school districts. Using data from an efficacy survey and semistructured interviews, this study measured changes in teacher efficacy and described teacher leadership experiences, perceived teaching challenges, and valued supports. Results found no change in teachers' self-efficacy scores although mean outcome expectancy scores decreased. Teachers' identification as a teacher leader was correlated with science or mathematics teaching self-efficacy. Qualitative coding of the interviews revealed ways in which assessments, workload, school structures and polices, administration, students, and teacher community either contributed to teachers reported difficulties or supported them as early-career teachers. The discussion offers suggestions for ways to increase secondary science and mathematics teachers' job satisfaction.
{"title":"Challenges and supports for secondary science and mathematics teacher retention","authors":"Christine Lotter, Jennifer Crooks-Monastra, Greysi Irdam, Jan A. Yow","doi":"10.1111/ssm.12647","DOIUrl":"https://doi.org/10.1111/ssm.12647","url":null,"abstract":"More research related to effective ways to support and retain teachers in the teaching profession is necessary as the need for science and mathematics teachers continues to grow. Understanding how teachers perceive challenges and experience support early in their career can contribute to building environments which foster teacher retention. This mixed-method study explored the influences on the self-efficacy and career satisfaction of a group of 21 early-career (2–6 years of classroom experience) secondary science and mathematics teachers who participated in a traditional university preparation program and scholarship program to prepare them for teaching in high-need school districts. Using data from an efficacy survey and semistructured interviews, this study measured changes in teacher efficacy and described teacher leadership experiences, perceived teaching challenges, and valued supports. Results found no change in teachers' self-efficacy scores although mean outcome expectancy scores decreased. Teachers' identification as a teacher leader was correlated with science or mathematics teaching self-efficacy. Qualitative coding of the interviews revealed ways in which assessments, workload, school structures and polices, administration, students, and teacher community either contributed to teachers reported difficulties or supported them as early-career teachers. The discussion offers suggestions for ways to increase secondary science and mathematics teachers' job satisfaction.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"27 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Association of Mathematics Teacher Educators recommends that well-prepared beginning mathematics teachers apply their understanding of mathematics, curriculum, pedagogy, student learners, and social constructions to facilitate mathematics learning for all students. Using the context of a secondary methods course, where prospective mathematics teachers (PMTs) participate in six teaching cycles of peer taught lessons, we analyzed lesson debriefings of PMTs' questions and comments to determine what PMTs notice over the course of the semester and how their noticing changed based on their role as a teaching or peer PMT. Analysis of these data reveals that participating in both roles as student and teacher provided PMTs with different opportunities to connect the teaching elements (i.e., curriculum, mathematics, and pedagogy). Using these data, we present an observed learning trajectory for secondary PMTs that mathematics teacher educators can use as they design learning activities within their methods class to promote PMTs to begin to notice the dual (student/teacher) perspective.
{"title":"Secondary prospective mathematics teachers learning to notice: The need for a dual perspective of teaching","authors":"Dawn Teuscher, Tenille Cannon, Sharon Christensen","doi":"10.1111/ssm.12632","DOIUrl":"https://doi.org/10.1111/ssm.12632","url":null,"abstract":"The Association of Mathematics Teacher Educators recommends that well-prepared beginning mathematics teachers apply their understanding of mathematics, curriculum, pedagogy, student learners, and social constructions to facilitate mathematics learning for all students. Using the context of a secondary methods course, where prospective mathematics teachers (PMTs) participate in six teaching cycles of peer taught lessons, we analyzed lesson debriefings of PMTs' questions and comments to determine what PMTs notice over the course of the semester and how their noticing changed based on their role as a teaching or peer PMT. Analysis of these data reveals that participating in both roles as student and teacher provided PMTs with different opportunities to connect the teaching elements (i.e., curriculum, mathematics, and pedagogy). Using these data, we present an observed learning trajectory for secondary PMTs that mathematics teacher educators can use as they design learning activities within their methods class to promote PMTs to begin to notice the dual (student/teacher) perspective.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"92 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Interrogating what we notice to interrupt the norms","authors":"Cindy Jong, Molly H. Fisher","doi":"10.1111/ssm.12633","DOIUrl":"https://doi.org/10.1111/ssm.12633","url":null,"abstract":"","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"291 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While there is increased attention to power, privilege, and access in mathematics education, conversations around race and disability are often left out of the conversation. Disability in mathematics continues to be studied with a lens that focuses on behavior, rather than attending to the situated and sociopolitical context in which teaching and learning takes place. This paper specifically calls on the importance of an intersectional analysis of ability and the need for explicit conversation on the interwoven nature of race and disability to uncover exclusionary practices of hyper-labeling, hyper-surveilling, and hyper-punishing for those outside notions of normalcy. Drawing on sociopolitical perspectives informed by Disability Critical Race Theory (DisCrit) and DisCrit Classroom Ecology, I share a framework of DisCrit noticing to consider the interwoven nature of racism and ableism in mathematics classrooms, provide a context to develop preservice teacher DisCrit noticing during mathematics methods, and a case example to highlight implications and transformative possibilities for (re)organizing classrooms through the DisCrit noticing framework.
{"title":"DisCrit noticing: Theorizing at the intersections of race and ability in mathematics education","authors":"Cathery Yeh","doi":"10.1111/ssm.12628","DOIUrl":"https://doi.org/10.1111/ssm.12628","url":null,"abstract":"While there is increased attention to power, privilege, and access in mathematics education, conversations around race and disability are often left out of the conversation. Disability in mathematics continues to be studied with a lens that focuses on behavior, rather than attending to the situated and sociopolitical context in which teaching and learning takes place. This paper specifically calls on the importance of an intersectional analysis of ability and the need for explicit conversation on the interwoven nature of race and disability to uncover exclusionary practices of hyper-labeling, hyper-surveilling, and hyper-punishing for those outside notions of normalcy. Drawing on sociopolitical perspectives informed by Disability Critical Race Theory (DisCrit) and DisCrit Classroom Ecology, I share a framework of DisCrit noticing to consider the interwoven nature of racism and ableism in mathematics classrooms, provide a context to develop preservice teacher DisCrit noticing during mathematics methods, and a case example to highlight implications and transformative possibilities for (re)organizing classrooms through the DisCrit noticing framework.","PeriodicalId":47540,"journal":{"name":"School Science and Mathematics","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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