53.076 - What Should Be the "Mathematics" in Mathematics Education?

Session Type: Symposium

Abstract

This symposium challenges the mathematics education community to ask itself if the knowledge by which we have acted is in fact the knowledge by which we should be acting. Spanning from early childhood to higher education contexts of mathematics education, the four presentations in this symposium will provide contrasting yet complementary perspectives on theoretical and methodological approaches in rethinking “mathematics” in mathematics education for the advancement of equity and inclusion in the discipline. These presentations are intended to motivate critical, generative conversations between presenters and audience members about how reconsiderations of current understandings of “mathematics” in the discipline can inform innovative actions to broaden educational opportunities in schools and society at large.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Erika C. Bullock, University of Wisconsin - Madison

Papers

• The Unintended Consequences of Mathematizing Play - Anita A. Wager, Vanderbilt University; Anne Karabon, University of Nebraska Omaha

• Relinquishing What We Think Is True: Teachers Contesting What Counts as "Real" Math/Science Learning - Tesha Sengupta-Irving, Vanderbilt University; Jessica Tunney, University of California - Irvine; Meghan Macias, University of California - Irvine

• Attending to the Intersectionality of Mathematics Experiences to Inform Institutional Change in Undergraduate STEM Education - Luis Antonio Leyva, Vanderbilt University

• (Mathematics) Education That Doesn't Hurt - Indigo Esmonde, University of Toronto - OISE

Discussant

• Erika C. Bullock, University of Wisconsin - Madison