Embodied Mathematical Pedagogy to Liberate Racialized and Multilingual Bodies

Autor/inn/en	Liu, Shimeng; Takeuchi, Miwa Aoki
Titel	Embodied Mathematical Pedagogy to Liberate Racialized and Multilingual Bodies
Quelle	In: Educational Studies in Mathematics, 112 (2023) 2, S.267-287 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Shimeng) ORCID (Takeuchi, Miwa Aoki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-022-10185-x
Schlagwörter	Teaching Methods; Mathematics Instruction; Multilingualism; Minority Group Students; Racism; Language Usage; Grade 1; Elementary School Students; Faculty Development; Discourse Analysis; Classroom Communication; Teacher Student Relationship; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mehrsprachigkeit; Multilingualismus; Rassismus; Sprachgebrauch; School year 01; 1. Schuljahr; Schuljahr 01; Diskursanalyse; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Kanada
Abstract	When language is defined narrowly in mathematics classrooms, racially and linguistically minoritized students in classrooms could be systematically positioned as "learners of deficiency." Recent scholarship calls for expanding the notion of language to emphasize embodied expression of mathematical ideas. Taking a critical perspective to understand racialized experiences of using languages in disciplinary learning spaces, this article proposes the reconceptualization of embodiment as a language for racialized multilingual learners. This study was conducted in a Grade 1 classroom in a linguistically and racially diverse school in Canada. Through a series of professional development sessions, we worked with an experienced teacher to redesign the normalized and institutionalized pedagogy toward greater mobility of racialized multilingual learners' bodies, which was intertwined with their intellectual liberation. Focusing on the spatiality of pedagogy, the previously restrictive areas in the school were transformed into a place that augments embodied expression of mathematical ideas and agentive participation of minoritized learners. The analysis focused on the embodied discourse that participating racialized multilingual students used to actively engage in mathematical discussion. Our findings show that the designed pedagogy, characterized by the spatial and temporal expansion of the learning environment, offered more spaces for uncertainty and spontaneity with the decreased control of the teacher as an explicator. Our article furthers anti-colonial approaches to understand the intersection of racialized bodies and language in mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01