This presentation is part of a broader project aimed at developing and refining a framework to analyze prospective and practicing teachers’ (PPTs’) perspectives on culturally responsive pedagogy (CRP) in mathematics. The initial framework identifies five key components of PPTs’ perspectives: challenges, opportunities, fears, resistance, and insights—collectively termed COFRI (Nolan & Xenofontos, 2023a). Building on this foundation, subsequent work has delved into the Insights component, exploring its interconnections with other components and identifying specific subcategories within this dimension (Nolan & Xenofontos, 2023b). Currently, we are focusing on unpacking the Fears and Resistance components using a similar analytical approach.

Research into PPTs’ fears regarding mathematics often highlights concerns about insufficient understanding of mathematical concepts, which undermines their confidence in teaching the subject (Bates et al., 2013). These fears align with broader apprehensions about teaching mathematics effectively, such as addressing diverse student abilities and maintaining engagement (Stoehr, 2017). Additionally, teachers frequently express concerns about students’ negative attitudes toward mathematics, including their dislike for the subject and challenges in engaging them (Lutovac & Kaasila, 2014).

Resistance in mathematics teacher education often manifests as reluctance to adopt non-traditional teaching methods. For example, teachers may feel uncomfortable with problem-solving approaches based in inquiry, questioning their practicality and acceptance by school leaders and parents (Nicol, 2006). This resistance is further amplified by challenges in teaching mathematical concepts in ways that engage all students (Itter & Meyers, 2017). Resistance to culturally responsive teaching can be particularly pronounced in teacher education courses with PPTs (Nolan, 2023). Teachers may hesitate to intergrate culturally diverse examples into the mathematics curriculum, fearing it might complicate lesson plans or diminish perceived rigor. This reluctance is often driven by unfamiliarity with students’ cultural backgrounds, uncertainty about meaningfully connecting these backgrounds to mathematical concepts (Xenofontos, 2016), and concerns about cultural appropriation.

This paper presentation will highlight recent developments in our analyses as well as outline plans to further refine and expand our COFRI framework. Specifically, it will focus on addressing PPTs’ fears and resistance as they engage with CRP in mathematics. The presentation is guided by the following research questions:

(a) What types of fears do PPTs express while learning about CRP in mathematics?

(b) What types of resistance may PPTs exhibit in relation to CRP in mathematics?

Addressing PPTs’ fears and resistance in mathematics teacher education requires a comprehensive and thoughtful approach. Building confidence and competence in adopting new teaching methods is essential. Teacher education programs should provide meaningful opportunities for PPTs to engage with diverse teaching approaches through structured assignments and reflective practices (Aguirre et al., 2012). Cultivating a culture of openness and collaboration can encourage educators to embrace innovative methods and integrate them effectively into their teaching practices (Brown, 2014). One promising way forward, as emphasized in our work, is the adoption of a reflective framework like COFRI, which fosters supportive and reflective practices (Nolan & Xenofontos, 2023a, b).

Data were collected as part of a course titled Culturally Responsive Pedagogy in the Mathematics Classroom, offered within the Teaching Elementary School Mathematics certificate program at a Canadian university. This study focuses on data from three different offerings of the course. The course is designed to deepen participants' understanding of mathematical concepts while fostering critical cultural consciousness. It integrates research from intersecting fields, including ethnomathematics, Indigenous education, critical mathematics education, and equity-based research. The primary data source for this study was a reflective journal assignment completed by participants during the course. Across the three offerings, 38 participants (PPTs) enrolled, with 31 consenting to have their reflective journals analyzed for this research. Participants responded daily to prompts intended to capture their evolving understandings of CRP. Example prompts included: “What concerns or excites you the most about bringing culture, responsiveness, and mathematics together?” and “How do you differentiate between culturally appropriate practices and cultural appropriation?” Reflective journaling, as a data collection method, aligns with prior research emphasizing the role of personal reflection in developing culturally responsive practices. The analysis of teachers’ fears and resistance to CRP is organized into two sequential phases. Phase 1, now completed, aimed to identify patterns in PPTs’ expressions of fears and resistance across their reflective journal entries from all three course offerings. Following Braun and Clarke’s (2022) thematic analysis framework, we began with open coding to identify recurring themes and then used axial coding to organize these themes into categories. Phase 2, currently in progress, focuses on five case study participants to maintain continuity with our earlier work (Nolan and Xenofontos, 2023b). These participants, referred to by the pseudonyms Cindy, Olive, Felix, Raymond, and Iris, were selected for their contributions to understanding the intersections among COFRI components. Our previous work highlighted the importance of narrative case studies in preserving the richness of individual perspectives and offering deeper insights into CRP.

Our initial analyses from phase 1 have identified several types of fears and resistance across the 31 participants. Specifically, we observed three types of fears, that can be summarized as follows: (a) mathematical fears: concerns about subject-matter knowledge; (b) pedagogical fears: concerns about translating knowledge into effective teaching practices; (c) culture-related fears: apprehensions about engaging with diverse cultural contexts. Likewise, we identified three types of resistance, namely: (a) rationalizing discourses: externalizing challenges as systemic or practical barriers; (b) ideological resistance: rooted in deeply held beliefs; (c) resistance to pedagogical change: skepticism about the effectiveness or necessity of CRP. As we are currently analyzing the responses of our case-study participants (Cindy, Olive, Felix, Raymond, Iris), we are identifying deeper patterns and connections that provide a richer understanding of fears and resistance within the context of CRP in mathematics. Emerging themes suggest that fears and resistance are not isolated phenomena but are interwoven with broader systemic, cultural, and pedagogical dynamics. This ongoing analysis aims to highlight how different COFRI components influence teachers’ readiness and capacity to engage with CRP. Preliminary findings suggest that addressing these challenges requires strategies that go beyond addressing individual fears or resistance. Instead, there is a need for holistic approaches that integrate reflective practices, peer collaboration, and structured opportunities to connect theoretical frameworks with practical applications. The outcomes of this phase are expected to contribute to the refinement of the COFRI framework, offering more precise tools and strategies to help PPTs and teacher educators navigate the complexities of CRP in mathematics education. This work will further emphasize the importance of creating supportive environments that empower teachers to confront fears, challenge resistance, and ultimately embrace culturally responsive practices in their teaching.

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