Journal of Research in Science Mathematics and Technology Education· 2025
Women-Identifying Graduate Students’ Values of Mathematics Teaching and Learning: Illuminating Sites of Negotiation and Affirmation
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- 2025year
Short summary
Three women-identifying graduate students expressed values of collaboration, student-instructor perceptions, humanizing mathematics, and compassion, which both align with and challenge dominant masculine mathematical discourses.
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Key points
- Identified four core values among women-identifying graduate students in math education: collaboration, student-instructor perceptions, humanizing mathematics, and compassion/care.
- These values were observed to both align with and challenge dominant masculine discourses in mathematics.
- The findings highlight potential pathways for fostering equitable mathematics pedagogy.
- The research utilized interview data from three participants.
AI-generated from the title and abstract; the full text is not read.
Abstract
Graduate students’ values related to teaching and learning are critical in shaping their professional identities and future careers as faculty members. These values encapsulate instructors’ convictions about what is important or worthwhile as it relates to mathematics teaching and learning. Research suggests that mathematical discourses reflect and empower dominant masculine values. Thus, we explore three women-identifying graduate students’ values related to teaching and learning mathematics to highlight their voices and emphasize ways in which their values align with or challenge dominant masculine values. Utilizing interview data, we found four values across the three participants: collaboration, student-instructor perceptions, humanizing mathematics, and compassion and care for students’ wellbeing. We discuss how these values interact with dominant masculine mathematical discourses and the ways in which these values may help foster equitable mathematics pedagogy. We also identified experiences and features of postsecondary mathematics education through which they encountered and negotiated these values.
The authors' abstract, as published at the source. Journal of Research in Science Mathematics and Technology Education, 2025 · DOI ↗
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Field: Education
EducationSocial Sciences