"So I don't have to switch up who I am": Experiences and perspectives of Black Language-speaking mathematics teachers on teaching that supports Black linguistic justice.
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| Title: | "So I don't have to switch up who I am": Experiences and perspectives of Black Language-speaking mathematics teachers on teaching that supports Black linguistic justice. |
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| Authors: | Rivera, Amelia Q.1 (AUTHOR) ariver22@ncsu.edu, Marshall, Samantha A.1 (AUTHOR) |
| Source: | Journal of Mathematics Teacher Education. Oct2025, Vol. 28 Issue 6, p1423-1440. 18p. |
| Subject Terms: | *Mathematics education, *Black students, *Teaching experience, *Community support, Thematic analysis, Linguistic rights, Racism in language |
| Geographic Terms: | United States |
| Abstract: | Black students are marginalized in mathematics education in the USA, including through their language. However, there is little research on how mathematics teachers can best serve Black Language (BL) speakers. Because BL is a significant sensemaking resource for Black students in mathematics, we investigate how BL-speaking mathematics teachers use their language to support BL-speaking students. Drawing on semi-structured interviews with ten BL-speaking mathematics teachers, we find through thematic analysis that these teachers use BL in three primary ways: (1) as access; (2) as community; and (3) as liberation. These findings provide important implications for teachers of Black students, including that teachers must familiarize themselves with BL, use language to connect with students, make space for BL in the mathematics classroom, and disrupt the marginalization that happens through language. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Black students are marginalized in mathematics education in the USA, including through their language. However, there is little research on how mathematics teachers can best serve Black Language (BL) speakers. Because BL is a significant sensemaking resource for Black students in mathematics, we investigate how BL-speaking mathematics teachers use their language to support BL-speaking students. Drawing on semi-structured interviews with ten BL-speaking mathematics teachers, we find through thematic analysis that these teachers use BL in three primary ways: (1) as access; (2) as community; and (3) as liberation. These findings provide important implications for teachers of Black students, including that teachers must familiarize themselves with BL, use language to connect with students, make space for BL in the mathematics classroom, and disrupt the marginalization that happens through language. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13864416 |
| DOI: | 10.1007/s10857-024-09664-0 |
