| Popis: |
Teacher development toward equity should support teachers in seeing the ways in which their practice is part of larger social and political histories and structures so that they can then disrupt oppressive systems influencing students’ opportunities to learn mathematics. We examine one teacher’s engagement with an equity-focused professional development designed with this need in mind and explore what her experiences suggest about transitions from caring to caring with awareness, explicitly considering race, culture, gender, and power in relation to academic achievement. |
