Applying Symbolic Convergence Theory to Pre-Service Teachers' Responses to Mathematics Education Organizations' Statements on Racial Violence

Autor/inn/en	Clark, Daniel L.; Jerome, Angela M.
Titel	Applying Symbolic Convergence Theory to Pre-Service Teachers' Responses to Mathematics Education Organizations' Statements on Racial Violence
Quelle	In: Journal of Urban Mathematics Education, 16 (2023) 1, S.73-95 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Racism; Violence; Mathematics Instruction; Preservice Teachers; Elementary School Teachers; Student Reaction; Organizational Objectives; National Organizations; Mathematics Education; Special Education Teachers; Ideology + Suchen Sie Ihr Suchwort? Rassismus; Gewalt; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerkritik; Business goal; Unternehmensziel; Mathematische Bildung; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Ideologie
Abstract	In June 2020, the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) released statements regarding racism, racial violence, and mathematics teaching. Pre-service elementary teachers (PSTs) in a mathematics content course wrote reactions to the organizations' statements. After using an emergent coding process to code the reactions for major themes, the authors used a theory from communication studies called symbolic convergence theory (SCT) to analyze how closely the PSTs' understanding of the statements aligned with the vision espoused by the organizations in the statements. PSTs largely understood the need to make their classrooms safe and supportive spaces; however, they struggled to connect antiracist ideals specifically to mathematics teaching. The authors discuss potential ways NCTM and AMTE can address this disconnect. [Note: The page range (72-95) shown on the PDF is incorrect. The correct page range is 73-95.] (As Provided).
Anmerkungen	Journal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01