Critical pedagogy of place in mathematics: texts, tools, and talk
Tipo de documento
Autores
Full, Mary | Hall-Wieckert, Maren | Lim, Vivian | Rubel, Laurie
Lista de autores
Full, Mary, Hall-Wieckert, Maren, Lim, Vivian y Rubel, Laurie.
Resumen
This paper explores the potential of integrating critical and place-based perspectives supported by mobile, digital technologies in secondary mathematics. The paper describes two curricular modules: Local Lotto, a mathematical investigation of the state lottery, and Cash City, a mathematical investigation about pawn shops, which were piloted in a high school in an underserved neighborhood in New York City. The analysis focuses on texts, tools, and talk (Philip & Garcia, 2013) introduced by a critical pedagogy of place in mathematics.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Análisis del discurso | Desarrollo | Diseño | Educación Matemática crítica | Libros de texto | Software
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 3)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
912 - 924
Referencias
Apple, M. W. (1992). Do the Standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412-431. Ben-Zvi, D. & Arcavi, A. (2001). Junior high school students’ construction of global views of data and data representations. Educational Studies in Mathematics, 45(1–3), 35–65. Brantlinger, A. (2005). The geometry of inequality. In Gutstein, E., & Peterson, B. (Eds.) Rethinking mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178. City Digits (2014a). [Choropleth map of alternative financial institutions per bank by neighborhood in New York City, 2014]. City Digits. Retrieved from http://citydigits.org City Digits (2014b). [Map showing lottery net gains and loss by store in New York City, 2010]. City Digits. Retrieved from http://citydigits. org City Digits (2014c). [User-uploaded data on choropleth map of median household income by neighborhood in New York City, 2010]. City Digits. Retrieved from http://citydigits.org Dewey, J. (1959). School and society. In M. Dworkin (Ed.), Dewey on Education (pp.76-78). New York, NY: Teachers College Press. Enyedy, N., & Mukhopadhyay S. (2007) “They don’t show nothing I didn’t know”: Emergent tensions between culturally relevant pedagogy and mathematics pedagogy. Journal of the Learning Sciences, 16(2), 139–174. Frankenstein, M. (1990). Incorporating race, gender, and class issues into a critical mathematics literacy curriculum. Journal of Negro Education, 59, 336-359. Freire, P. (1998). Teachers as cultural workers. Boulder, CO: Westview Press. Gruenewald, D. (2003a). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619-654. Gruenewald, D. (2003b). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. Gutstein, E. (2005). Reading and writing the world with mathematics: toward a pedagogy for social justice. New York, NY: Routledge. Hand, V. (2014). “Taking up our space”: becoming competent learners in the mathematics classroom. In N. Nasir, C. Cabana, B. Shreve, E. Woodbury & N. Louie (Eds.), Mathematics for equity: a framework for successful practice (pp. 91-106). New York, NY: Teachers College Press. Jacobs, J. (1992). The death and life of great American cities. New York, NY: Random House. (Original work published 1961). Leander, K. M., Phillips, N. C., & Taylor, K. H. (2010). The changing social spaces of learning: Mapping new mobilities. Review of Research in Education, 34(1), 329-394. Lefebvre, H. (1991). The production of space (Vol. 142). Blackwell: Oxford. (Original work published 1968). Orr, D. (1992). Ecological literacy. Albany, NY: State University of New York Press. Philip, T. A., & Garcia, A. D. (2013). The importance of still teaching the iGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, 83(2), 300-319. Quintana, C. (2012). Pervasive science: Using mobile devices and the cloud to support science education anytime, anyplace. Interactions, 19(4), 76-80. Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht, The Netherlands: Kluwer Press. Soja, E. W. (2010). Seeking spatial justice (Vol. 16). University of Minnesota Press. Trouche, L., & Drijvers, P. (2010). Handheld technology for mathematics education: Flashback into the future. ZDM, 42(7), 667-681. Tuan, Y. F. (1977). Space and place: The perspective of experience. U of Minnesota Press. Vithal, R. (2003). In search of a pedagogy of conflict and dialogue for mathematics education. Dordrecht: Kluwer. Wood, D., & Fels, J. (1992). The power of maps. New York, NY: Guilford Press.