Article Summary "Photo-Elicitation/Photovoice Interviews to Study Mathematics Teacher Identity" By Chao, T.
This article uses critical race theory as the framework. This can be seen from the statements on page 94, namely "explorations into the identity of mathematics teachers matter because the field of mathematics education is becoming increasing sociopolitical (Gutiérrez 2013) as mathematics teachers are becoming more depersonalized (de Freitas 2004; Weisberg et al. . 2009)". The use of this theory is also supported by the statement on page 97 as follows "Furthermore, Vomvoridi-Ivanović (2009) found it was very difficult for preservice Mexican-American teachers to bring their own culture into their mathematics teaching, even when working with children of Mexican heritage".
Knowledge is understood by studying the culture of others. Therefore, it is advisable to be open in sharing culture. The author reveals it on page 103 namely, "He disclosed that he rarely had an opportunity to talk about these issues, especially about sexual orientation and culture". Learning is understood in this article by sharing experiences with others. The media used by the author is in the form of photos. Specifically, in this study, participants were asked to choose 10 photos and tell stories about them. Meanwhile, teaching is understood by not limiting it to a particular culture. Each student has their own culture and way of learning, so it is highly recommended to teach, at least initially, by adapting to the culture of a particular person.
Collecting data on critical race theory is by using interviews and observations. In this study, the author uses photographs to retrieve teacher experiences from the past. For 2 weeks, the author observed the class to know the teaching style and practice. The interview was conducted around 90 minutes to tell about 10 photos, but the participants decided the order of the photographs.
Chao, T. (2014). Photo-elicitation/photovoice interviews to study mathematics teacher identity. In Research trends in mathematics teacher education (pp. 93-113). Springer, Cham.