Disrupting Normative Practices in Mathematics Education

Session Type: Paper Session

Abstract

This set of papers explores a wide range of ways of disrupting normative practices and ideologies in mathematics education. The research represented challenges and investigates aspects of participation in mathematics classrooms (such as the harm of not being heard and the roles of silence in group work) and proposes curricular and technological innovations (such as abstract strategy games to support spatial and logical reasoning, virtual and augmented reality goggles to transform teacher education, and a de-streamed math curriculum that integrates technology). This session will push participants to rethink common practices and expectations in mathematics education and discuss varied approaches to pushing boundaries in service of improving mathematics teaching and learning experiences.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1c: Mathematics

Papers

• Disrupting the Harm of Unhearing in Mathematics Teaching - Matthew Dahlgren, Marian University; Mark Hoover, University of Michigan; Charles Mack Phillips, University of Michigan

• Exploring Spatial and Logical Reasoning With Santorini Gameplay - Qingna Jin, Cape Breton University; Nimrah Ahmed, University of Alberta; Janelle McFeetors, University of Alberta

• Silence(d): Three Ways Silence Can Operate in Mathematical Group Work - Karen Underwood, Vanderbilt University; Jessica Smith, Vanderbilt University

• Using Virtual and Augmented Reality Goggles in Mathematics Teacher Education to Explore Algebraic Relationships - Julianna Washington-Henderson, Southern Methodist University; Taylor Darwin, University of Texas at Austin; Candace A. Walkington, Southern Methodist University