Complex and Contradictory Conversations: Prospective Teachers Interrogating Dominant Narratives Within Mathematics Education Discourse

In this conceptual piece, I explore complex and contradictory conversations during an idea mapping task in which prospective elementary teachers interrogated dominant discourses within mathematics education, such as “mathematics is everywhere” and “being a math person.” I argue that this exercise of engaging with contradictions provided prospective teachers with opportunities to tease out nuances for reconstructing ideas that generate new perspectives for teaching and learning mathematics. Sharing my experience with the idea mapping task as a case study, I offer an alternative role for mathematics teacher educators to consider-as facilitators who create spaces for prospective teachers to interrogate complex and contradictory conversations within mathematics education.

Contributor Notes

Lynette DeAun Guzmán, Kremen School of Education and Human Development, California State University, Fresno, 5005 N Maple Ave, Fresno, CA 93740-8025; ldguzman@csufresno.edu

(Corresponding author is Guzmán ldguzman@csufresno.edu)
Mathematics Teacher Educator

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