After-school and into the classroom: beginning secondary mathematics teachers’ nos/otr@s relationships with marginalized students
Tipo de documento
Autores
Lista de autores
Gerardo, Juan, Gutiérrez, Rochelle y Vargas, Gabriela.
Resumen
Service-learning experiences are opportunities for pre-service teachers mathematics teachers to make connections between coursework and practice and develop relationships with students. Under researched is how service-learning experiences relate to the first year of teaching mathematics. Using the Anzaldúan concept of nos/otr@s, this qualitative interview research investigates the process of developing teacher-student nos/otr@s relationships. Four beginning secondary mathematics teachers privilege these teacher-student relationships but encounter challenges developing and maintaining them. This study has implications for mathematics teacher educators, researchers, and mathematics teachers.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Continua | Dificultades | Gestión de aula | Inicial | Interacciones | Reflexión sobre la enseñanza
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
164 - 169
Referencias
Baldwin, S. C., Buchanan, A. M., & Rudisill, M. E. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education, 58(4), 315–327. Ensor, P. (2001). From preservice mathematics teacher education to beginning teaching: A study in recontextualizing. Journal for Research in Mathematics Education, 32(3), 296–320. Gutiérrez, R. (2012). Embracing Nepantla: Rethinking knowledge and its use in mathematics teaching. Redimat Journal of Research in Mathematics Education, 1, 29–56. Kirtman, L. (2008). Pre-service teachers and mathematics: The impact of service‐learning on teacher preparation. School Science and Mathematics, 108(3), 94102. Kvale, S., & Brinkmann, S. (2009). InterViews. Thousand Oaks, CA: Sage Publications. Lloyd, M. (2013). Transfer of practices and conceptions of teaching and learning mathematics. Action in Teacher Education, 35(2), 103–124. Mule, L. W. (2010). Teacher education, diversity, and community engagement in liberal arts colleges. Lanham, MD: Lexington Books. Prescott, A., & Cavanagh, M. (2008). A situated perspective on learning to teach secondary mathematics. In M. Goos, R. Brown & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (pp. 407–413). Brisbane, Australia: MERGA.