Using a Rehumanizing Framework as Sociopolitical Lens to Analyze a Guåhan Math Teacher's Lesson Plans

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Sociopolitical Perspectives on Math and Science Teaching and Teacher Education (Table 17)

Abstract

In this proposal, we promote Gutierrez’s Rehumanizing Mathematics (RM) framework as a sociopolitical lens for educators of mathematics to plan STEM lessons. The framework consists of eight dimensions: (1) participation/positioning, (2) cultures/histories, (3) windows/mirrors, (4) living practice, (5) creation, (6) broadening mathematics, (7) body/emotions, and (8) ownership, which we’ve used as a priori codes to analyze a lesson plan created by a math teacher who is native to Guåhan, the Indigenous term for Guam. Our coding schema resulted in finding evidence of participation/positioning, windows/mirrors, broadening mathematics, and body/emotions in the lesson plans. Subsequently, we found that no evidence of cultures/histories, living practices, creation, and ownership present in her lesson plans. Evidences of dimensions and lack thereof are presented and discussed.

Authors

• Richard Carlos L. Velasco, University of Oklahoma
  Presenting Author

• Tabitha Espina, Eastern Oregon University
  Non-Presenting Author