BUILDING CARING COMMUNITIES IN MATH METHODS: COVID and Classrooms in Teacher Education

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This chapter grounds the need for care against systemic issues of inequity made hyper-visible during the COVID-19 pandemic. The author considers how mathematics teacher education can shift towards enacting caring practices that will foster the development of positive mathematics identities before addressing how mathematics educators can cultivate collaborative learning environments that center on building authentic, caring relationships. The chapter shares the author’s identities in relation to building caring communities before next considering what guides the author’s understanding of care and how her enacted care shifted during and after the first year of COVID-19. The chapter concludes with examples of classroom practices for creating and sustaining caring learning environments in mathematics teacher education.

Original languageEnglish (US)
Title of host publicationReconstructing Care in Teacher Education after COVID-19
Subtitle of host publicationCaring Enough to Change
PublisherTaylor and Francis
Pages104-114
Number of pages11
ISBN (Electronic)9781000602234
ISBN (Print)9781032155999
DOIs
StatePublished - Jan 1 2022

ASJC Scopus subject areas

  • Social Sciences(all)

Fingerprint

Dive into the research topics of 'BUILDING CARING COMMUNITIES IN MATH METHODS: COVID and Classrooms in Teacher Education'. Together they form a unique fingerprint.

Cite this