Literaturnachweis - Detailanzeige
| Autor/in | Myers, Marrielle |
|---|---|
| Titel | Learning Trajectories Research Needs a Hard Re-Set: Using PCTM to Center Cognition, Context, and Culture [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022). |
| Quelle | (2022), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Learning Trajectories; Educational Research; Equal Education; Inclusion; Diversity; Social Justice; Teacher Educators; Mathematics Education; Conferences (Gatherings) |
| Abstract | Research on LTs remains a central topic in mathematics education. In this plenary paper, I argue that LT-based research needs a hard re-set if it is to play a role in creating more equitable and anti-oppressive experiences for historically marginalized students. I begin with an overview of LT-based research presented during PME-NA plenary sessions, which I examine through a lens of cognition, context, and culture. I assert that a continued focus on cognition reproduces the status quo and causes dissonance for many learners. I then discuss equity in LT research and how it has evolved throughout the years. Next, I offer Political Conocimiento in Teaching Mathematics (PCTM) as a framework that can support us in asking the complex sociopolitical questions needed to create liberatory spaces in mathematics teaching and learning. I end by inviting the field to commit to centering equity in their LT-based research as a political act. [For the complete proceedings, see ED630210.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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