Agency and Identification in Multiple Mathematical Pedagogies

• In Event: Roundtable Session 8
  In Roundtable Session: Research in Mathematics Education SIG Roundtable 3

Abstract

How do children take up the discourses and practices of the mathematical pedagogies they experience? What about for children who experience both reform-based mathematical pedagogy and procedural mathematics? This ethnographic and interview study followed nine Latino/a children through seventh grade mathematics in a high-poverty urban school. The children participated in two distinct mathematical pedagogies (discussion-based and procedural) that differently constructed ability and dis/ability in mathematics. Individual children constructed unique self-understandings as math learners over time, using the cultural resources of the multiple contexts in which they participated, including positioning through language use, race, ethnicity, gender, and dis/ability.

Author

• Rachel Lambert, Chapman University