What Counts as Mathematical Proof and Proving? Redesigning a Teacher Preparation Content Course to Illustrate Liberatory Pedagogies in Action

This article is focused on the redesigning of a mathematics content course, Mathematical Proof and Proving, offered to pre-service mathematics teachers at a private university in the northeast with a diverse student population. The course redesign was focused on centering anti-racist, queer, and abolitionist pedagogical practices, as well as principles of disability justice in a way that allowed students to experience these pedagogies in action, connecting theory to practice. The article, written by the professor and two pre-service teachers who experienced the course as students, outlines how the professor redesigned the course with these principles in mind and how that redesign was experienced by the two student authors.