Manifestations of bias within preservice teachers professional noticing of children’s mathematical thinking
Manifestations of bias within preservice teachers professional noticing of children’s mathematical thinking
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职前教师对儿童数学思维的专业关注存在偏见的表现
DOI：
10.51272/pmena.42.2020-222
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Molly H. Fisher
中科院分区：
文献类型：
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作者：
J. Thomas;Taylor Marzilli;Brittney Sawyer;C. Jong;Molly H. Fisher
这项调查的目的是考察注意和偏见之间的联系，特别关注种族和性别观念如何影响这种注意。我们的主要研究问题是：职前教师对不同种族和性别的儿童数学思维的专业注意是如何以及在多大程度上出现偏见的？这项研究的结果表明，偏见最常发生在职业注意的口译部分，而操纵视觉刺激，如在职业注意场景中添加一张照片，会影响跨种族和性别的偏见表现。
The purpose of this investigation was to examine connections between noticing and bias with a particular focus on how perceptions of race and gender may influence such noticing. Our primary research question was: How and to what extent does bias emerge within preservice teachers’ professional noticing of children’s mathematical thinking of differing races and genders? Results from this study indicate that bias most frequently occurs within the interpreting component of professional noticing, and that manipulating visual stimuli, such as adding a photo to a professional noticing vignette, influences manifestations of bias across race and gender.