Made available in DSpace on 2016-04-27T16:58:16Z (GMT). No. of bitstreams: 1 Claudia Borim da Silva.pdf: 1181639 bytes, checksum: a1c349e009d97a59b67411221aef0c9a (MD5) Previous issue date: 2007-05-30 / Due to student difficulty with understanding standard deviation, this work aimed to identify the reasoning about variation and variability in all parts of the investigation cycle of the statistical thinking. Nine middle and high school Mathematics teachers and two mathematics students of University of São Paulo participated in an action research, 3 hr meetings, lasting in total for 48 hrs. The contents were simple and grouping data frequency distribution, graphics, center and spread measures. The reasoning levels were classified using the general model developed by Garfield (2002). The teachers showed no variaton reasoning during the first week, except for a teacher with idiosyncratic reasoning. During the action research sensibility phase and planning of investigative cycle phase, the teachers developed variability reasoning naturally, but not about variation. However, this experience promoted an upgrade of teachers statistical thinking, that used three (between four) dimensions created by Wild e Pfannkuch (1999). Nevertheless, the statistical thinking upgrade did not implicate a gain in variation reasoning level, observed during the data analysis phase. To compare three discret variable frequency distribution were done using the perception of mode, minimum and maximum values and minimum frequency and use of the distribution chunk with range was organized with existence of the frequency in all groups, understood like verbal until procedural reasoning, respectively. The center measures discussion showed the misconception of mean, which was understood as the mode, and this inhibited necessity perception of a spread measure. The use of correct mean of arithmetic mean induced the teachers use complement measures as the mode and minimum and maximum values, but not the standard deviation. The mean fo standard deviation was predominantely a measure of number of differents observations, signal of homogeneous sample, as many Mathematics textbooks introduced the concept of variation. The comprehension of one standard deviation interval towards mean didn´t develop naturally and the teachers who understood this mean of standard deviation had difficulty to understand what was in the interval, which suposed to develop this integrated reasoning process with the educational softwares created for this intention. In conclusion, the term more variation can cause wastly differing results due to personal interpretation of the phrase ´more variation´ and idiosyncratic reasoning process involved in analysing complex mathematical data: more variation between frequency in only the variable category or variable value in comparing frequency distributions and more variation between sample different observations, both without use of variation from mean / Devido à dificuldade encontrada por alunos de graduação para a compreensão do desvio padrão, este trabalho teve como objetivo verificar o raciocínio sobre variação e variabilidade nas etapas do ciclo investigativo do pensamento estatístico. Foram participantes da pesquisa nove professores de Matemática da escola básica e dois alunos de Matemática da Universidade de São Paulo. O trabalho seguiu os pressupostos de uma pesquisa-ação e a fase de implementação teve duração de quarenta e oito horas, divididas em dezesseis encontros de três horas cada. Foram discutidos os conteúdos estatísticos: distribuição de freqüência simples e com dados agrupados, representações gráficas, medidas de tendência central e dispersão. Os níveis de raciocínio sobre variação foram classificados de acordo com o modelo proposto por Garfield (2002). O diagnóstico identificou a ausência de raciocínio sobre variação, exceção feita a um professor que apresentava raciocínio idiossincrático. Durante a fase de sensibilização da pesquisa-ação e planejamento do ciclo investigativo, os professores apresentaram naturalmente o raciocínio sobre variabilidade, mas não sobre variação. Entretanto, a experiência com a elaboração de uma pesquisa, desde a definição dos objetivos até a coleta e montagem do banco de dados permitiu um avanço no desenvolvimento do pensamento estatístico dos professores, que já transitavam em três das quatro dimensões de sua estrutura elaborada por Wild e Pfannkuch (1999). Não obstante, o desenvolvimento do pensamento estatístico não implicou diretamente em um nível mais avançado do raciocínio de variação, observado durante a fase de análise dos resultados da pesquisa. Para a comparação de três distribuições de freqüências simples de variável discreta foram utilizadas a percepção da moda, a observação dos valores máximo e mínimo e da menor freqüência e a elaboração de um intervalo de variação composto pelos valores da variável que tinham freqüência nas três distribuições, conjuntamente, que foram categorizados como raciocínio verbal de variação até raciocínio de procedimento, respectivamente. A discussão sobre as medidas de tendência central permitiu observar a interpretação equivocada de média como maioria, que se refere à moda, que foi um fator impeditivo para a percepção da necessidade de uma medida de variação. A utilização do correto significado de média motivou os professores a utilizarem medidas complementares como a moda e os valores máximo e mínimo, mas não o desvio padrão. O significado atribuído ao desvio padrão foi, predominantemente, uma medida da variação entre as observações indicando homogeneidade da amostra, aspecto reforçado pelos livros didáticos de Matemática do ensino médio e categorizado como raciocínio verbal de variação. A composição do intervalo de um desvio padrão da média não surgiu naturalmente e mesmo os participantes que compreenderam esta interpretação do desvio padrão, apresentaram dificuldade para identificar o que tinha no intervalo. Acredita-se que o desenvolvimento de aplicativos computacionais para trabalhar o conceito de intervalo em torno da média possa auxiliar na aquisição deste raciocínio, considerado um raciocínio completo de variação. Conclui-se que a linguagem maior variação pode induzir dois diferentes raciocínios idiossincráticos: a maior variação das freqüências em alguma categoria ou valor da variável de uma distribuição de freqüências e a maior variação de observações diferentes na amostra, ambas não relacionadas com a medida de tendência central

As a full-time Professor of Mathematics Education, as well as a part-time eighth grade (13 and 14 year olds) mathematics teacher, I have the opportunity to experience the teaching profession from “both sides of the fence.” My university courses are enhanced by my work in the field, while my eighth graders’ learning is strengthened by educational principles studied at the university. In this paper (and presentation), I will explain this partnership and the benefits to both audiences.

Submitted by Vanessa Cerignoni Benites Bonetti (vanessa.benites@gmail.com) on 2018-07-05T12:53:07Z No. of bitstreams: 1 Versão Final Tese Vanessa Benites-Bonetti.pdf: 7277152 bytes, checksum: 6822e2ba0a8899ff247a810dbb0425b8 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-07-05T13:49:22Z (GMT) No. of bitstreams: 1 benitesbonetti_vc_dr_rcla.pdf: 4688048 bytes, checksum: 3cf920d62e44d1ebc0fcfb22bc848726 (MD5) / Made available in DSpace on 2018-07-05T13:49:22Z (GMT). No. of bitstreams: 1 benitesbonetti_vc_dr_rcla.pdf: 4688048 bytes, checksum: 3cf920d62e44d1ebc0fcfb22bc848726 (MD5) Previous issue date: 2018-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Inserida no contexto da formação de professores de Matemática, a presente pesquisa objetiva – analisar e compreender a identidade docente de egressos de cursos de Licenciatura em Matemática de Instituições Públicas de Ensino Superior (IPES) do Estado de São Paulo. Para alcançar o objetivo, tomamos como eixo norteador a seguinte questão: Como se constitui a identidade docente de egressos de cursos de Licenciatura em Matemática? Balizadas por essa interrogação, realizamos uma pesquisa qualitativa, que foi desenvolvida em dois movimentos. No 1º Movimento, utilizamos dois procedimentos metodológicos: Análise Documental e Questionário, os quais foram utilizados como recurso/instrumento para obtenção dos dados. Realizamos a Análise Documental dos Projetos Pedagógicos de Cursos (PPC) de três cursos de Licenciatura em Matemática do estado de São Paulo (UNESP/Rio Claro; UNESP/Bauru; e USP/São Carlos). Ainda no 1º Movimento, aplicamos um Questionário com egressos desses três cursos, que os haviam concluído entre os anos de 2004 e 2009. O 1º Movimento foi importante para caracterizarmos o cenário investigado, e subsidiar a elaboração das Entrevistas (2º Movimento), que se mostrou como o corpus de análise. Dessa forma, o 2º Movimento foi marcado pela realização de Entrevistas com seis egressos dos cursos de Licenciatura em Matemática (UNESP/Rio Claro; UNESP/Bauru; e USP/São Carlos), três coordenadores dessas instituições e cinco pesquisadores envolvidos com Políticas Públicas de formação de professores. O momento da sistematização, baseada em alguns conceitos de Análise de Conteúdo, foi realizado a partir do delineamento do corpus de análise, as Entrevistas. Elencamos, por meio de sentido e significado, Unidades de Contexto, Unidades de Registro, Eixos Temáticos, até findarmos em cinco Categorias de Análise: Trabalho Docente e Conhecimento do Professor: caminhando para a profissionalidade; Cursos de Licenciatura: aspectos estruturais e conceituais; Profissionalização como Espaço Próprio à Profissionalidade; Comprometimento e Engajamento do Professor: um percurso de seu profissionalismo; e Formação de Professores na Atualidade: desafios e perspectivas das políticas educacionais e da colaboração. Posteriormente realizamos um diálogo entre o referencial teórico e os dados coletados, por meio de inferências e interpretações a partir dos núcleos de sentido. A identidade docente foi revelada nas inter-relações entre os aspectos pessoais e sociais, e influenciada diretamente pelos aspectos relacionados à profissionalidade e à profissionalização docente. / Inserted in the context of Mathematics Teachers Education, the present research aims to analyze and understand the teaching identity of graduates of Mathematics Degree courses’ graduates of Higher Education Public Institutions in the State of São Paulo. To reach this objective, we took as a guiding axis the following question: How is the teaching identity of graduates in Mathematics undergraduate courses constituted? Based on this question, we performed a qualitative research, which was developed in two movements. In the first movement, we used two methodological procedures: Documentary Analysis and Questionnaires, which were used as a resource/instrument to obtain the data. We carried out the Documentary Analysis of the Pedagogical Projects of Courses of three Mathematics courses in the state of São Paulo (UNESP/Rio Claro, UNESP/Bauru, and USP/São Carlos). Still in the first movement, we applied a Questionnaire with graduates of these three courses, which had concluded the course between the years of 2004 and 2009. The first movement was important to characterize the scenario investigated, and to subsidize the elaboration of the Interviews (second movement), which was shown as the corpus of analysis. Thus, the second movement was marked by the conduction of Interviews with six graduates of the Mathematics degree courses (UNESP/Rio Claro, UNESP/Bauru, and USP/São Carlos), three coordinators of these institutions and five researchers involved with public policies for teacher education. The moment of systematization, based on some concepts of Content Analysis, was carried out from the delineation of the corpus of analysis, that is, the Interviews. We listed, through sense and meaning, Context Units, Registration Units, Thematic Axes, until we finished in five Categories of Analysis: Teaching Work and Teacher Knowledge: moving towards professionality; Degree courses: structural and conceptual aspects; Professionalization as a Private Space for Professionality; Commitment and Engagement of the Teacher: a course of his professionalism and; Teacher Education in the Present: challenges and perspectives of educational policies and collaboration. Subsequently, we conducted a dialogue between the theoretical data collected through inferences and interpretations from the sense cores. The teaching identity was revealed in the interrelationships between the personal and social aspects, and directly influenced by the aspects related to the professionality and the teacher’s professionalization.

The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course. In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used. The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training? Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)

The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

Made available in DSpace on 2014-06-11T19:24:54Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-04-02Bitstream added on 2014-06-13T20:13:22Z : No. of bitstreams: 1 bovo_aa_me_rcla.pdf: 7192333 bytes, checksum: 490dca68e74e95b521d98759e5b0fbcb (MD5) / Este trabalho teve por objetivo analisar a formação continuada do professor de Matemática do o de São Paulo para o uso da informática na escola, tendo em vista as ações dos programas (MEC) e A Escola de Cara Nova na Era da Informática (SEEISP). A análise foi feita tanto r termos de proposta, isto é, considerando o planejamento das ações, quanto em termos de considerando as ações como elas efetivamente aconteceram. Por meio de uma Jrdagem qualitativa de pesquisa, acompanhei dois Núcleos Regionais de Tecnologia Educacional TEs) - órgãos responsáveis por capacitar os professores e oferecer suporte técnico e às escolas. Foram analisados documentos oficiais dos programas, registro das .bservações de duas oficinas na área de Matemática (uma em cada NRTE), questionários com os ores participantes destas oficinas e entrevistas com coordenadores de NRTEs e com - professores da Rede que capacitam os colegas por meio das oficinas pedagógicas. .j tensões entre a proposta e a implementação, reveladas na análise dos dados, foram discutidas à z da literatura sobre professores e computadores. O estudo apresenta também algumas sugestões...a a formação continuada de professores de Matemática para o uso da informática na sala de aula. / The objective of this study was to analyze the continuing education of mathematics teachers state of São Paulo for the use of computers in the schools, focusing on the actions of the iunent programs Prolnfo (Braziian Ministry of Education) and The New Face of the Schools omputer Age (São Paulo State Department of Education). The analysis looked at the posal of the programs, i.e., considering the planning of the actions, as well as the mentation, considering the actions as they went into effect. Using a qualitative research 1 followed two Regional Centers of Educational Technology (Núcleos Regionais de no1ogia Educational - NRTEs), responsible for training teachers and providing pedagogical and support to schools. The data analyzed included official program documents, field of observations of two mathematics workshops (one in each NRTE), questionnaires ninistered to workshop participants, and interviews with coordinators of the NRTEs as well as - teachers that administer workshops to their co-workers. The tensions between the roposal and the implementation that emerged from the data analysis are discussed in the light of literature on teachers and computers. Some suggestions are presented regarding continuing 1 ofmathematics teachers in the use of computers in the classroom.

Submitted by HELBER RANGEL FORMIGA LEITE DE ALMEIDA null (helber.rangel@gmail.com) on 2016-11-30T18:00:42Z No. of bitstreams: 1 Almeida, Helber.pdf: 6860142 bytes, checksum: bf9100b9af47d735378c90389e414030 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-12-02T15:43:20Z (GMT) No. of bitstreams: 1 almeida_hrfl_dr_rcla.pdf: 6860142 bytes, checksum: bf9100b9af47d735378c90389e414030 (MD5) / Made available in DSpace on 2016-12-02T15:43:20Z (GMT). No. of bitstreams: 1 almeida_hrfl_dr_rcla.pdf: 6860142 bytes, checksum: bf9100b9af47d735378c90389e414030 (MD5) Previous issue date: 2016-11-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa tem como objetivo compreender o papel das Tecnologias Digitais (TD) no ensino da disciplina Cálculo I oferecida a distância, em particular, para cursos de Licenciatura em Matemática da Universidade Aberta do Brasil (UAB). Trata-se de uma pesquisa de cunho qualitativo. Mais especificamente, utilizei a abordagem metodológica da Teoria Fundamentada nos Dados (TFD). Nessa abordagem, o pesquisador deve construir uma teoria a partir do desenvolvimento de conceitos, categorias, propriedades e dimensões. A TFD foi utilizada na construção e na análise dos dados, estes, produzidos a partir de quatro fontes: observação no Ambiente Virtual de Aprendizagem (AVA), entrevistas com professores, tutores e alunos dos cursos, análise dos documentos oficiais destes cursos e um diário de campo do pesquisador. Os dados produzidos permitiram um diálogo com as ideias de polidocência, que discute a fragmentação do ensino em cursos a distância, e do construto seres-humanos-com-mídias, que propõe que humanos e tecnologias atuam juntos na produção do conhecimento matemático. Esses dados permitiram inferir que há dois papéis em evidência, cada um analisado em uma das categorias que emergiram, intituladas “TD e seu papel na estruturação da disciplina” e “TD e seu papel na docência da disciplina”. Em cada uma das categorias foram desenvolvidas três propriedades. Na primeira: o design da disciplina, a avaliação online e a interação. Na segunda categoria, as propriedades exploradas foram: a mudança de papéis, a estratégia e as dificuldades epistemológicas. Posteriormente, essas categorias foram integradas em uma categoria central que indica a teoria que defende a existência de um construto polidocentes-com-mídias para os dados produzidos e analisados. Esse construto sugere que as TD atuam no coletivo de trabalhadores da polidocência, alterando papéis e desvelando outros neste coletivo. Para isso, é necessário que o AVA seja um ambiente rico em interações colaborativas, nas quais o diálogo seja constantemente incentivado por professores e tutores. Com o construto polidocentes-com-mídias elaborado, o modelo foi, então, verificado nas disciplinas analisadas, o que corroborou a necessidade das interações colaborativas. Com esta pesquisa, espera-se que outras sejam iniciadas no sentido de investigar que outros papéis as TD podem desempenhar, não apenas no ensino, como também na aprendizagem de outras disciplinas em contextos semelhantes. / This research aims to understand the role of Digital Technologies (DT) in the teaching of Calculus in distance education, in particular, in the Pre-Service Mathematics Teacher Education of the Open University of Brazil (UAB). A qualitative research approach was used, specifically the methodological approach of Grounded Theory (GT). In this approach, the researcher builds a theory grounded in concepts, categories, properties and dimensions identified through analysis of the data. The data were produced from four sources: observation in Virtual Learning Environment (VLE), interviews with teachers, tutors and students of the courses, analysis of official documents of these courses, and research field notes. Based on the produced data, it was possible to build a dialogue between poly-teaching ideas regarding the fragmentation of teaching in distance learning courses, and the theoretical construct humans-with-media, which proposes that humans and technology work together in the production of mathematical knowledge. Two roles of DT emerged as analytic categories: "DT and its role in the structuring of the course" and "DT and its role in teaching the course". In each category, three properties were developed. In the first category, they were: the course design, evaluation and online interaction. In the second category, the properties explored were: changing roles, strategy and epistemological difficulties. Later, these categories were integrated into a central category that formed the basis for defending the existence of the theoretical construct “poly-teachers-with-media”. This construct suggests that DT act in the collective of poly-teaching workers, changing roles and revealing others in this collective. Therefore, it is necessary for the VLE to be an environment rich in collaborative interactions, in which the dialogue is constantly encouraged by teachers and tutors. Once the notion of the construct poly-teachers-with-media was developed, the model was then verified in the analyzed courses, which supported the relationship with the need for collaborative interactions. With this research, it is hoped that others will begin to investigate the other roles that DT can play, not only in teaching, but also in the learning of different subjects in similar contexts.

This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Directorate of National Examinations and Assessment (DNEA). Multi-correlation and regression techniques at alpha =0.001; 0.05 and 0.10 were used to analyse the link between teachers’ inputs and processes, and students’ academic achievement in JSC Mathematics. The null hypotheses formulated for the study were tested at the 0.05 (5%) level of significance. In summary, it appears that the various aspects of teachers’ inputs (teachers’ educational qualifications, teaching experience, subject specialisation etc.), processes (standards-based professional development, standards-based classroom activities, and classroom management beliefs) are related to students’ academic achievement in JSC Mathematics. In particular, a linear combination of the following variables had a significant and positive association with students’ academic achievement in JSC Mathematics: teachers’ major in Mathematics (teachers’ inputs); teachers’ usage of whole class discussion (standards-based classroom activities); perceived knowledge of algebra; teachers’ professional development in interdisciplinary instruction; teachers’ review of students’ homework/assignments; and students talking to other students about how to solve mathematics problems. Teachers’ pedagogical content knowledge (PCK) in general, and some classroom practices were not significantly related to students’ academic achievements. This study, therefore, recommends that teachers’ professional development should focus on the subject matter that the teachers will be teaching, as well as alignment of teachers’ learning opportunities with real work experience using actual curriculum materials and assessment. / Educational Studies / D. Ed. (Didactics)

Solicitud de embargo por publicación en revista indexada. / Los problemas aritméticos de enunciado verbal constituyen una parte fundamental del área de Matemáticas, ya que su enseñanza y resolución son una de las grandes dificultades que enfrentan los profesores y estudiantes. En este trabajo desde un enfoque cualitativo se realizará un análisis didáctico respecto al Conocimiento especializado del profesor de Matemáticas (MTSK) sobre los problemas aritméticos de enunciado verbal (PAEV). / Verbal arithmetic problems are established as one of the essential parts of the Area of Math, since their teaching and resolution are one of the great difficulties faced by teachers and students. In this work, from a qualitative perspective, a didactic analysis will be carried out with respect to the Mathematics Teacher Specialized Knowledge (MTSK) on the arithmetic problems of verbal statement (PAEV). / Trabajo de investigación

<p> </p> <p>Issues of social justice continue to permeate all aspects of life in the United States. Acknowledging recent calls for racial justice, as well as efforts to restrict what is taught in mathematics classrooms, researchers and practitioners are increasingly exploring the promises of teaching mathematics for social justice in secondary mathematics classrooms. This dissertation contributes to research about how a social justice mathematics course can be utilized in teacher education programs to support prospective mathematics teachers’ (PMTs’) development of their mathematics identities, as well as how PMTs translate social justice mathematics theory into</p> <p>practice with their secondary mathematics students. This research complexifies the role of primarily white mathematics teachers and teacher educators working toward teaching</p> <p>mathematics for social justice by foregrounding some of the ways in which social justice mathematics curricula and instruction may continue to center whiteness. </p> <p><br></p> <p>This dissertation includes three studies focused on the design and delivery of a social justice mathematics course offered to undergraduate students, as well as the learning outcomes</p> <p>for 11 PMTs enrolled in the first iteration. As such, each study is formatted for submission to a research journal and contains its own questions, methods, findings, discussion, and conclusion. </p> <p><br></p> <p>The first and second studies detail the experiences of PMTs in a social justice mathematics course. In the first study, I explored how engaging in such a course contributed to PMTs’ mathematics identities. Findings in this case study suggest that sustained engagement with social justice mathematics can contribute to PMTs’ conceptions of mathematics and encourage them to address issues of social justice in their mathematics classrooms. Building on this, three of the PMTs enrolled in the course and I engaged in a critical participatory action research study to investigate their experiences working toward teaching mathematics for social justice in their secondary mathematics field placements. Prior to engaging their students with social justice mathematics tasks, the PMTs focused on developing relationships and trust with students and also maintained a commitment to engaging students with dominant mathematics. </p> <p><br></p> <p>Informed by a finding in the first study (i.e., PMTs continued to view mathematics as objective and neutral), in the third study, I investigated the prominence of whiteness in the development and facilitation of the course. Using action research and critical whiteness studies, I detail areas in which I perpetuated whiteness, as well as areas in which I began to make progress.</p>