RUME 26
2024
Omaha, Nebraska
Engaging Preservice Elementary Teachers in Statistical Investigations of Systemic Racism in School Discipline Data
Page: 1328
In this poster, we share preservice elementary teachers' (PSTs') initial noticings during exploratory data analysis of materials focused on developing content knowledge of statistics as well as normalizing conversations of race in the mathematics classroom. The content covered in the module is typically part of a college-level introduction to statistics courses. We summarize PSTs' noticings and wonderings of an interactive data dashboard presenting racial disparities in school discipline. Our data reveals that without nudging, none of the PSTs discussed racial disparities in school discipline. Our findings suggest that PSTs may be uncomfortable discussing racial disparities in school discipline, emphasizing the importance of addressing these issues in mathematics teacher education and the need for mathematics teacher educators to provide guidance and support to help them connect mathematics with social justice issues. Future research will explore the impact of different nudging techniques in this context.