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The mathematics socialization experiences of racially and ethnically diverse pre-service early childhood teachers


This paper is based on qualitative findings from a larger-mixed methods study that explored mathematics identity in a racially and ethnically diverse sample of pre-service early childhood teachers. Qualitative data and analyses examined mathematics socialization and the salient events pre-service teachers recalled from their elementary, secondary, and post-secondary experiences. The methodology and data presented here address two research questions: 1) What are the salient mathematics socialization experiences of pre-service early childhood teachers as defined by critical events? 2) What are the interactions at home, school, or in the community through which individuals negotiate their mathematics identities? (author abstract)

Resource Type:
Reports & Papers
United States
New York

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