Mathematical Restorying: Preservice Teachers Dreaming of a More Just Mathematics Education Through Art

• In Event: Arts and Innovative Methodologies

Abstract

This paper conceptualizes mathematical restorying as a form of learning for teachers to use their lived experiences to interrogate and disrupt storylines that marginalize in math classrooms. These dominant storylines serve as the springboard to help teachers develop new relationships with mathematics as a discipline, and foster the imagining of new mathematical possibilities for young people. Through art pieces, we document how dominant storylines are restoried for a group of elementary teacher candidates in a teacher preparation program. We contend that this approach has significant implications for teacher educators working with teacher candidates, for learning that is grounded in people’s lived realities and cultivating hope of just possibilities in mathematics.

Authors

• Sandra Zuniga, San José State University

• Mallika Scott, California State University - Fullerton