Enactment of Humanising Mathematics: Mathematics Teacher Educators' Positionalities and Theoretical Stances
Abstract
This paper presents a self-study by five mathematics teacher educators (MTEs) at a minority-serving institution in the United States. We examined how our positionalities and theoretical stances shape the enactment of humanising mathematics for prospective teachers (PSTs). We explored how our diverse racial, cultural, and professional backgrounds influenced our teaching. Using narrative inquiry, we wrote and analysed key episodes from our pedagogical experiences, connecting them to our respective theoretical perspectives. Through this work, we present counter-narratives that empower PSTs, particularly those historically marginalised in mathematics learning spaces. Our narratives revealed how attention to identity, privilege, and experience informs not only our approach to teaching but also how we present mathematics in ways that support PSTs to foster inclusive and socially responsive classrooms. We highlight tensions that emerged in this work and describe how these have shaped our teaching, prompting us to be intentional, reflective, and transparent about our practices. These findings underscore the importance of creating spaces for collective inquiry, modelling vulnerability, and offering critical support to PSTs as they learn to enact humanising mathematics in their own classrooms contributing to the theorising of MTEs’ work.
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