ABSTRACT
This chapter grounds the need for care against systemic issues of inequity made hyper-visible during the COVID-19 pandemic. The author considers how mathematics teacher education can shift towards enacting caring practices that will foster the development of positive mathematics identities before addressing how mathematics educators can cultivate collaborative learning environments that center on building authentic, caring relationships. The chapter shares the author’s identities in relation to building caring communities before next considering what guides the author’s understanding of care and how her enacted care shifted during and after the first year of COVID-19. The chapter concludes with examples of classroom practices for creating and sustaining caring learning environments in mathematics teacher education.
