Does a Stance on Nos/Otrx Persist? Investigating Beginning Secondary Mathematics Teachers Who Have Participated in an Afterschool Mathematics Club
Saved in:
| Title: | Does a Stance on Nos/Otrx Persist? Investigating Beginning Secondary Mathematics Teachers Who Have Participated in an Afterschool Mathematics Club |
|---|---|
| Language: | English |
| Authors: | Juan Manuel Gerardo (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2026 21(1). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Mathematics Teachers, Secondary School Teachers, Clubs, After School Programs, African American Students, Hispanic American Students, White Teachers, Teacher Student Relationship, Volunteers, Preservice Teachers |
| ISSN: | 1306-3030 |
| Abstract: | Recently, some mathematics education researchers have challenged the notion that recommended beliefs and practices are "washed out" or ignored by beginning secondary mathematics teachers. Yet, the focus of these studies tends to be how coursework informed beginning mathematics teachers' practices and no other components of teacher education such as field placements or more specifically community-based field placements. Having documented moments of interdependence (nos/otrx) or grappling with multiple conceptions of mathematics by pre-service secondary mathematics teachers as they work with Black and Latinx students during an after-school mathematics club, it is possible that beginning secondary mathematics teachers could also enact moments of interdependence during their first year of teaching. As previous research has documented that teacher education program coursework and student teaching impacts the practices of beginning teachers, then community-based field placements could also impact practices of first-year teachers. This qualitative interview study juxtaposes moments of interdependence by three White women as volunteers at an after-school mathematics club with moments of interdependence during their first year of teaching. Although moments of interdependence did occur during their first year of teaching, these moments were uncommon. This study offers implications for research and teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505518 |
| Database: | ERIC |
| Abstract: | Recently, some mathematics education researchers have challenged the notion that recommended beliefs and practices are "washed out" or ignored by beginning secondary mathematics teachers. Yet, the focus of these studies tends to be how coursework informed beginning mathematics teachers' practices and no other components of teacher education such as field placements or more specifically community-based field placements. Having documented moments of interdependence (nos/otrx) or grappling with multiple conceptions of mathematics by pre-service secondary mathematics teachers as they work with Black and Latinx students during an after-school mathematics club, it is possible that beginning secondary mathematics teachers could also enact moments of interdependence during their first year of teaching. As previous research has documented that teacher education program coursework and student teaching impacts the practices of beginning teachers, then community-based field placements could also impact practices of first-year teachers. This qualitative interview study juxtaposes moments of interdependence by three White women as volunteers at an after-school mathematics club with moments of interdependence during their first year of teaching. Although moments of interdependence did occur during their first year of teaching, these moments were uncommon. This study offers implications for research and teaching. |
|---|---|
| ISSN: | 1306-3030 |
