Despite symbolic declarations by leading mathematics education organizations, critical mathematics educators have questioned whether we are serious about preparing teachers to provide equitable mathematics opportunities for children of color. This collaborative self-study of two mathematics teacher educators aimed to examine their own histories, perspectives, and priorities in preparing future mathematics teachers. Our analysis and resulting framework are guided by documents put forth by the National Board of Professional Teaching Standards (NBPTS). We conclude that self-study, or critical interrogation of self, can serve as a model to sharpen a pedagogical focus to serve student groups who have experienced neglect.
Willey et al. (Thu,) studied this question.