To develop an equity-centered orientation in teacher education programs, it is essential to recognize what prospective teachers (PTs) attend to in classroom events and how they relate these events to mathematics instruction. We examined how race-gender intersections of a child (Black boy, Black girl, White boy, and White girl) in a written vignette shape PTs' noticing. Using an intersectional noticing lens, we analyzed PTs' responses with respect to race-gender intersections. The results indicated how racism and sexism can permeate PTs' implicit bias, positionality, and social expectations, which continue to oppress Blacks and girls within mathematics teaching and learning.

中文翻译：

---

关注未来教师对学生交叉身份的关注

为了在教师教育项目中制定以公平为中心的方向，必须认识到未来的教师（PT）在课堂活动中参加什么以及他们如何将这些活动与数学教学联系起来。我们研究了书面小插图中儿童（黑人男孩、黑人女孩、白人男孩和白人女孩）的种族性别交叉如何影响 PT 的注意。使用交叉注意镜头，我们分析了 PT 对种族性别交叉的反应。结果表明，种族主义和性别歧视如何渗透到教师的隐性偏见、立场和社会期望中，这些偏见、立场和社会期望继续在数学教学中压迫黑人和女孩。