(Re)Searching Mathematical Thinking-Diagramming Entanglement in a Primary School in China: A Postfoundational and Posthuman Revisit

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 3
  In Roundtable Session: Material-Discursive Pedagogies and Curriculum

Abstract

This paper draws upon “inclusive materialism” as a postfoundational and posthuman lens to revisit my research scenario on mathematical thinking-diagramming entanglement in a primary school in China to implode ignorant modernity for new imaginariese. Specifically, it dissects a few agential-cut moments, say, one pedagogical moment of speaking-out-thinking-on-diagramming and one student’s self-correcting-adventuring diagramming moment, to tease out a material-discursive assemblage of thinking and diagramming. In so doing, it implodes a unilateral teacher/ing-to-learning/er disordering, a divisive mind-body disordering, an anthropocentric disordering of human subjects learning math concepts through diagramming pedagogy, a qualitative theory-to-practice research rationale, and a discursive representation of invisible thinking. My new imaginaries portray a materialist entanglement in/of “making/diagramming mathematics” and a past-present entwine as a material-discursive mattering.

Author

• Weili Zhao, Hangzhou Normal University