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Does a Stance on Nos/Otrx Persist? Investigating Beginning Secondary Mathematics Teachers Who Have Participated in an Afterschool Mathematics Club

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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 0000-0003-0648-8986)
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
FullText Text:
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  Data: Does a Stance on Nos/Otrx Persist? Investigating Beginning Secondary Mathematics Teachers Who Have Participated in an Afterschool Mathematics Club
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  Data: <searchLink fieldCode="AR" term="%22Juan+Manuel+Gerardo%22">Juan Manuel Gerardo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0648-8986">0000-0003-0648-8986</externalLink>)
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Clubs%22">Clubs</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22White+Teachers%22">White Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Volunteers%22">Volunteers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink>
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  Data: 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.
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      – Text: English
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      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Clubs
        Type: general
      – SubjectFull: After School Programs
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: White Teachers
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Volunteers
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      – SubjectFull: Preservice Teachers
        Type: general
    Titles:
      – TitleFull: Does a Stance on Nos/Otrx Persist? Investigating Beginning Secondary Mathematics Teachers Who Have Participated in an Afterschool Mathematics Club
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