Broadening What Counts as Mathematics in Mathematics Education

Session Type: Symposium

Abstract

The content of mathematics teaching has always been undergoing change over time in ways that are subject to multiple cultural and historic forces. Recent work in the learning sciences emphasizes the plurality of sites, practices, and communities that participate in ascertaining the mathematical relevance of curricular content and learning activities. In resonance with this plurality, this symposium brings together four diverse perspectives on what counts as mathematics in mathematics education. Each paper discusses how broadening what counts as mathematics can address some of the challenges facing the field of mathematics education.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Ricardo Nemirovsky

Papers

• Informal Learning Environments Interweaving Mathematics With Cultural Practices - Molly Kelton, San Diego State University

• Developing a Puzzler's Disposition: Learning to Be Intrepid and Tenacious in Mathematics - E Paul Goldenberg, Education Development Center, Inc.

• Articulating Transformation in Contexts of Artistic Design - Richard Lehrer, Vanderbilt University; Leona Schauble, Vanderbilt University; David Henderson; Daina Taimina

• Experiences of Visual Art Production in Undergraduate Mathematics Classes - Ricardo Nemirovsky; Jessica Brooke Ernest, San Diego State University

Discussants

• Indigo Esmonde, University of Toronto - OISE

• Jasmine Y. Ma, New York University