It's All a Matter of Perspective

Autor/inn/en	Nolan, Kathleen; Borden, Lisa Lunney
Titel	It's All a Matter of Perspective
Quelle	In: For the Learning of Mathematics, 43 (2023) 2, S.8-14 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Education; Educational Research; Researchers; Culturally Relevant Education; Indigenous Populations; Social Justice; Language Usage; Student Characteristics; Social Influences; Cultural Influences; Research Methodology + Suchen Sie Ihr Suchwort? Mathematische Bildung; Bildungsforschung; Pädagogische Forschung; Researcher; Forscher; Sinti und Roma; Soziale Gerechtigkeit; Sprachgebrauch; Sozialer Einfluss; Cultural influence; Kultureinfluss; Research method; Forschungsmethode
Abstract	Grounded in a desire to explore how the field of culturally responsive pedagogy (CRP) and its connected sub-fields is constructed/shaped in and through mathematics education research, the study reported on in this paper sought to understand how researchers/scholars situate, or position their research. The study began from a conceptualization of CRP as a term that encompasses the areas (or sub-fields) of Indigenous education [IE], equity-based research [E-b], critical mathematics [CM], ethnomathematics [EM], social justice [SJ], and language diversity [LD]. By asking mathematics education scholars to position their research within this conceptualization, this paper points to the different themes or 'noticings' that summarize the ways in which they described their research and/or the sub-fields. As mathematics education scholars ourselves, this paper is part of our journey to explore these varied and interconnected terms/fields and to come to a more nuanced understanding of how they interact so that we (and others) might act within our research and our classrooms with a clear aim to disrupt. In our efforts to portray some of the fluidity that we noticed, we each present a model that attempts to capture our thinking and positioning within the conceptualization, and we invite the reader to do the same. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01