Abstract
This study examines potential bias with respect to perceived gender and ethnicity in preservice teachers’ professional noticing of children’s mathematical thinking. The goal of the study was to explore how, and to what extent bias emerges within pre-service teachers’ professional noticing of children of differing perceived races and genders. Our findings suggest that bias tends to emerge in the interpreting phase of professional noticing; however, such emergence did not appear to vary in conjunction with the perceived ethnicity and gender of the student. Further, our findings suggest that the inclusion of visual imagery (i.e. photos) influence the manifestation of bias among preservice teachers to some degree when professionally noticing in the context of a written case.
Document Type
Article
Publication Date
Spring 2020
Repository Citation
Thomas, Jonathan; Marzilli, Taylor; Sawyer, Brittney; Jong, Cindy; Schack, Edna O.; and Fisher, Molly H., "Investigating the Manifestations of Bias in Professional Noticing of Mathematical Thinking among Preservice Teachers" (2020). Science, Technology, Engineering, and Mathematics (STEM) Education Faculty Publications. 5.
https://uknowledge.uky.edu/stem_facpub/5
Notes/Citation Information
Published in Journal of Mathematics Education at Teachers College, v. 11, issue 1.
© 2020 Thomas, Marzilli, Sawyer, Jong, Schack, & Fisher.
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits the user to copy, distribute, and transmit the work provided that the original authors and source are credited.