Towards a socio-ecological practice of mathematics teacher education
Tipo de documento
Autores
Lista de autores
Coles, Alf
Resumen
This theoretical article is a response to UNESCO’s call for a new social contract for education, in the context of mathematics teacher education. The article sets out four principles behind “socio-ecological” practices in mathematics education: not taking nature as a fixed background for concerns; avoiding the epistemological error of taking the individual as the unit of learning; questioning what is centred in our work; moving towards a dialogic ethics. The article considers the “what” and the “how” of mathematics teacher education, from this socio-ecological perspective. In terms of the “how”, it is argued a dialogic ethics prompts attention to the potential for a mathematics teacher educator taking a “meta-perspective” in relationships with prospective teachers, recognising those prospective teachers as “teachers”, from the start of a teacher education course. In contexts where the “what” of mathematics teacher education is highly constrained, the “how” of socio-ecological practices may still be possible to enact.
Fecha
2023
Tipo de fecha
Estado publicación
Términos clave
Continua | Formativos | Inicial | Reflexión sobre la enseñanza | Teoría social del aprendizaje
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Volumen
23
Rango páginas (artículo)
19-35
ISSN
2254-4313
Referencias
Abtahi, Y., Gotze, P., Steffensen, L., Hauge, K. H., and Barwell, R. (2017). Teaching climate change in mathematics classrooms: An ethical responsibility. Philosophy of Mathematics Education Journal, 32. https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome32/index.html Bakhtin, M. M. (1993). Toward a philosophy of the act (Eds. V. Liapunov & M. Holquist; Trans. V. Liapunov). University of Texas Press. Barwell, R., Boylan, M. & Coles, A. (2022). Mathematics education and the living world: a dialogic response to a global crisis. Journal of Mathematical Behavior 68, 101013. https://doi.org/10.1016/j.jmathb.2022.101013 Bateson, G. (1972). Steps to an ecology of mind. University of Chicago Press, 2000. Boons, F. (2013). Organizing Within Dynamic Ecosystems: Conceptualizing Socio-Ecological Mechanisms. Organization & Environment 26(3), 281–97. https://doi.org/10.1177/1086026613498755. Boylan, M. (2016). Ethical dimensions of mathematics education. Educational Studies in Mathematics, 92(3), 395–409. https://doi.org/10.1007/s10649-015-9678-z Boylan, M., & Coles, A. (2017). Is another mathematics education possible? An introduction to a Special Issue on “Mathematics Education and the living world: Responses to ecological crisis”. Philosophy of Mathematics Education Journal, 32. https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome32/index.html Bronfenbrenner, U. (1979). Ecology of human development. Harvard University Press. Brown, J., Brown, L., Coles, A. & Helliwell, T. (2020). Learning to teach mathematics: The lesson de-brief conversation. In, O. Chapman (Ed.), The International Handbook of Mathematics Teacher Education: Volume 2: Tools and processes in Mathematics Teacher Education (pp. pp.85-109). Sense Publishers. Brown, J., Brown, L., Coles, A. & Helliwell, T. (2021). Working with awareness as Mathematics Teacher Educators: Experiences to issues to actions. In M. Goos and K. Beswick (Eds.), The Learning and Development of Mathematics Teacher Educators: International Perspectives and Challenges (pp. 187-204). Springer. Brown, J., Coles, A., Hayward, R., Helliwell, T., Lustig-Bruce, D., Owen, E., & Salt, A. (2021). Mathematics teaching and global challenges: Part one. Mathematics Teaching, 276, 9-12. Brown, J., Coles, A., Helliwell, T., James, I., Kurian, H., Läderach, J., Morris, L. & Sebe, I. (2021). Mathematics teaching and global challenges: Part 2. Mathematics Teaching, 277, 11-13. Coles, A. (2020). Communicating ‘nots’: A journey in mathematics education. For the Learning of Mathematics, 40(0), 15-20. https://flm-journal.org/index.php?do=show&lang=en&vol=40&num=0 Coles, A. (2022). A socio-ecological turn in mathematics education: Reflecting on curriculum innovation. Paradigma, 43(1), 207-228. https://doi.org/10.37618/PARADIGMA.1011-2251.2022.p207-228.id1168 Coles, A., & Helliwell, T. (2023). The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms. London Review of Education, 21(1). https://doi.org/10.14324/LRE.21.1.02 Coles, A., le Roux, K., & Solares-Rojas, A. (2022). Towards a socio-ecological perspective of mathematics education. In: C. Fernández, et al. (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (pp. 171-178). Alicante: PME, Vol. 2. Latour, B. (2017). Facing Gaia: Eight lectures on the new climatic regime. Polity. Levinas, E. (2011). Totality and infinity: An essay on exteriority. Springer. Louie, N., & Zhan, W.-Y. (2022). A Socio-Ecological Framework for Research in Mathematics Education. Journal for Research in Mathematics Education, 53(5), 365–371. https://doi.org/10.5951/jresematheduc-2022-0003 Maturana, H. R., & Varela, F. J. (1992). The tree of knowledge: The biological roots of human understanding (Rev. ed). Shambhala. Murray, J. (2000). Bakhtinian answerability and Levinasian responsibility: Forging a fuller dialogic communicative ethics. Southern Journal of Communication, 65(2–3), 133–150. https://doi.org/10.1080/10417940009373163 OECD (2019). OECD Future of Education and Skills, 2030 OECD Learning Compass 2030: A Series of Concept Notes. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf Oishi, S., & Graham, J. (2010). Social Ecology: Lost and Found in Psychological Science. Perspectives on Psychological Science, 5(4), 356–377. https://doi.org/10.1177/1745691610374588 Radford, L. (2021). The theory of objectification: A Vygotskian perspective on knowing and becoming in mathematics teaching and learning. Brill. Roe, J., deForest, R., & Jamshidi, S. (2018). Mathematics for Sustainability. Springer International Publishing. https://doi.org/10.1007/978-3-319-76660-7 Savard, A. (2017). Implementing inquiry-based learning situation in science and technology: What are elementary school teachers’ learning intensions and mathematics? Philosophy of Mathematics Education Journal, 32. https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome32/index.html Solares-Rojas, A., Arellano-Aguilar, O., García González, M., López-Vargas, A., Coles, A., & Méndez, A. (2022). Mathematics education and social-environmental crises. Research in Mathematics Education 24(2), https://doi.org/10.1080/14794802.2022.2062781 UNESCO (2021). Reimagining our futures together: A new social contract for education. Educational and Cultural Organization of the United Nations. https://unesdoc.unesco.org/ark:/48223/pf0000379707 Valero, P. (2004). Socio-political perspectives on mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education (pp. 5–23). Kluwer. Varela F. J. (1999). Steps to a science of interbeing: Unfolding the dharma implicit in modern cognitive science. In: G. Watson, S. Bachelor & G. Claxton (Eds.), The psychology of awakening (pp. 71–89). Rider. https://cepa.info/4118 Wolfe, C. (2020). What “The Animal” Can Teach “The Anthropocene”. Angelaki, 25(3), 131–145. https://doi.org/10.1080/0969725X.2020.1754033 Wilden, A. (2001). System and structure: Essays in communication and exchange (2nd. ed.; Reproduction of the ed. London 1972). Routledge.
Proyectos
Cantidad de páginas
17