African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation

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In this article published in Teachers College Record, the authors explore the work of two African American mathematics teachers and offer a framework through which the field might consider the work of all math teachers as they socialize their students toward (or away from) seeing themselves as competent, capable mathematics learners.They conclude by recommending that researchers further explore the ways that teacher identity, including those dimensions associated with race, class, and gender, serves as an instructional and motivational resource as teachers work to create productive and meaningful learning environments for their students.


Eden Badertscher, Lawrence Clark, and Carolina Napp

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