Building towards Harmony between Identity and Mathematics Synthesizing Figured Worlds and Rightful Presence [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).

Autor/inn/en	Stringer, Brinley Poulsen; Moschetti, Mariah Gabriella; Hernandez, Gabriela Maria
Titel	Building towards Harmony between Identity and Mathematics Synthesizing Figured Worlds and Rightful Presence [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), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teaching Methods; Self Concept; Disadvantaged; Personal Autonomy; Psychological Patterns; Power Structure; Social Justice; Classroom Techniques; Access to Education; Equal Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Individuelle Autonomie; Soziale Gerechtigkeit; Klassenführung; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	As identity becomes more discussed within education, it becomes crucial to understand identity in relation to power and social justice. In this paper, we discuss the identity frameworks of figured worlds and rightful presence to operationalize the critical consideration of identity within mathematics learning environments. We argue that by themselves, figured worlds and rightful presence have shortcomings that make it difficult to attend to power, and contextualize change, respectively. When considered in tandem, however, these two frameworks complement one another and build a stronger attention to identity that mobilizes student agency in the classroom. We call on educators and researchers to combine and utilize these frameworks to address the dissonance of identity that often occurs for marginalized students, thus building towards a greater harmony of identity and mathematics. [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