Formative Learning Experiences of Urban Mathematics Teachers’ and Their Role in Classroom Care Practices and Student Belonging

Abstract

Mathematics teachers’ preteaching experiences as mathematics learners can affect their identity and practice in supporting their own students’ learning and motivation in mathematics. However, little empirical data exist on teachers’ formative experiences to guide these assumptions, particularly how teachers draw on these experiences when teaching, motivating, and caring for underserved students of color. This exploratory sequential mixed-methods study examines the formative mathematical experiences of 12 teachers currently serving Black and Latinx adolescents in an urban school district with concentrated poverty. Semi-structured interviews allowed teachers to reflect on their formative experiences as mathematics students, structured classroom observations assessed their current classroom care practices as teachers, and finally, questionnaires and a standardized mathematics assessment were used to examine their students’ ( n = 329) mathematical outcomes. This integration of methods provided three levels of inquiry for triangulation and interpretation. Results showed that teachers developed an ethic of perseverance through their formative experiences, which closely tied to their mathematics identity. However, teachers’ perceptions on what enabled them to persevere through challenges as students (i.e., people-support vs. personal-initiative) revealed clear differences in the emotional and instructional support techniques they provided in their classrooms and subsequently their students’ sense of belonging in mathematics. Teachers who discussed the role of people-support in their formative reflections were more likely to possess a critical consciousness on the interpersonal and systemic forces that work against Black and Latinx adolescents and thus enact empathetic care patterns. Furthermore, their observed classroom care patterns mediated the relation between their formative experiences and their students’ sense of belonging in mathematics.

Mathematical Identity in Learning Mathematics: Bibliometric Review

“…This includes self-confidence, a sense of comfort, and a sense of ownership of the mathematical discipline. Someone who feels that they belong to mathematics tends to think that they have the ability and potential to learn and succeed in mathematics (Matthews, 2020). Factors such as social support, an inclusive learning environment, and positive experiences in mathematics can influence one's feelings of belonging (Darragh, 2013).…”

Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth

“…Gray et al (2018) detailed the interpersonal, instructional, and institutional opportunities that support the development of school belonging among ethnic-racial minority youth. Conway-Turner et al (2020) and Matthews (2020) focus on the role of teachers and instruction in promoting academic success and feelings of belonging among students. While Conway-Turner et al (2020) argue a possible race match between teachers and students for more favorable outcomes, Matthews (2020) found that teacher reports of emotional and instructional support were associated with students' sense of belonging.…”

“…Conway-Turner et al (2020) and Matthews (2020) focus on the role of teachers and instruction in promoting academic success and feelings of belonging among students. While Conway-Turner et al (2020) argue a possible race match between teachers and students for more favorable outcomes, Matthews (2020) found that teacher reports of emotional and instructional support were associated with students' sense of belonging. Taking together previous research and findings from the present study, we note that it is imperative to consider the racial context of Black youths' schools when seeking to understand the effects of racial discrimination stress and school belonging on academic attitudes and beliefs, particularly when identifying protective factors.…”

Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia

“…Teachers can develop an ethic of perseverance through the experience of formative assessment that they carry out, which is closely related to the science identity that the students are studying. However, teachers' understanding of what enables students to persevere through challenging assignments shows apparent differences in the emotional and instructional support techniques teachers provide in classrooms [31]. Thus, teachers need to master various socio-emotional teaching techniques [32] to carry out differentiated learning.…”