Framing Mathematical Competence and Behavior of a Black Male in a Kindergarten Classroom

Case-based instruction has shown to be an effective method for engaging preservice teachers (PTs) in discussions around equity-related educational issues. In this paper, we present findings from a multi-site, interdisciplinary research collaboration where PTs were presented with a case regarding a Black boy, Tay, in a kindergarten mathematics classroom. The PTs responded to discussion prompts which were coded using the FAIR framework (Louie et al., 2021) to determine anti-deficit and deficit-based framing of Tay’s mathematical competence and behavior. We interrogate the development of the case and the role we play as interdisciplinary teacher educators in our PTs’ framing. Implications for future research and practice are discussed on how to use anti-deficit framing when considering special education evaluations in mathematics contexts.