한국수학교육학회지시리즈D:수학교육연구 (Research in Mathematical Education)

  • 제24권1호
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  • Pages.29-47
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  • 2021
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  • 1226-6191(pISSN)
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  • 2287-9943(eISSN)
한국수학교육학회 (Korean Society of Mathematical Education)
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Exploring White Preservice Mathematics Teachers' Racial Identity and Culturally Relevant Teaching Practices

  • 투고 : 2021.03.08
  • 심사 : 2021.03.30
  • 발행 : 2021.03.31
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초록

The purpose of this study was to examine what factors affect the construction of preservice white mathematics teachers' racial identities and the relationship between their racial identities and Culturally Relevant Teaching (CRT) practices. We examined five white female preservice teachers who enrolled in an elementary mathematics methods course at a private university in the US. We collected data consisting of lesson plans, semi-structured interviews, and reflection of a taught lesson in the 2018 fall term and examined them using qualitative research methods. We found that preservice teachers' racial identities were affected by their backgrounds, K-12 school experiences, and practicum school environment. We also found a relationship between teachers' sensitivity to racial issues and their endorsement of CRT strategies. The findings also revealed that the relationships were mediated by practicum school contexts. Based on the findings, we provided practical implications for the teacher education programs.

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참고문헌

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