Maintaining Tensions: Braiding as an Analogy for Mathematics Teacher Educators’ Political Work

Abstract

Although the field of mathematics education has made gains in centering the need for justice-oriented approaches and antiracist teaching practices in teacher education, much of this work remains in its infancy. Moreover, research focused on this area highlights teacher candidates’ knowledge and dispositions and often ignores the role of the mathematics teacher educators facilitating the process. We contend that mathematics teacher educators must pay more attention to how intersectional identities, contexts, Mirror Tests, and principles of Rehumanizing Mathematics manifest in teacher education to better understand how teacher candidates develop political knowledge in teaching mathematics. To this end, we introduce a framework of considerations, which we call a compass, that identifies four dimensions (or strands) and offers guiding questions for mathematics teacher educators to consider. We offer examples from a multi-site research study to illuminate each dimension and build the case for the necessity of braiding the four strands together as we engage in this line of work. Implications for practice and future research are discussed.

Keywords

• teacher education
• teacher educators
• mathematics education
• intersectional identities