Case Study Activities to Explore Biases in Mathematics Education and Special Education

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dc.access.optionOpen Access
dc.contributor.advisorGonzalez, Monica
dc.contributor.authorLozner, Alexis
dc.contributor.departmentSpecial Education, Foundations, & Research
dc.date.accessioned2024-02-16T16:54:50Z
dc.date.available2024-02-16T16:54:50Z
dc.date.created2025-05
dc.date.issued2023-12-14
dc.date.submittedMay 2025
dc.date.updated2024-02-05T20:00:19Z
dc.degree.departmentSpecial Education, Foundations, & Research
dc.degree.disciplineSpecial Education
dc.degree.grantorEast Carolina University
dc.degree.levelUndergraduate
dc.degree.nameBS
dc.description.abstractUsing a case study and a series of activities given over the course of a semester, preservice teachers answered discussion based questions to uncover implicit biases. This study was done to help preservice teachers begin to talk about the impact of racial biases in special education. The case study is about a Black boy named Tay who engaged in a counting collections task in a kindergarten classroom. The responses were coded using the FAIR framework (Louie et al., 2021) in order to categorize the preservice teachers’ noticings. Class discussions and practicum experiences occurred over the course of these activities to see how noticings would change based on these. Modifications for future studies are included to look further into how to guide preservice teachers to anti-deficit noticings.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/10342/13316
dc.publisherEast Carolina University
dc.subjectTeacher noticings, preservice teachers, mathematics
dc.titleCase Study Activities to Explore Biases in Mathematics Education and Special Education
dc.typeHonors Thesis
dc.type.materialtext

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