- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Sign In
What and Whose Stories Are Told in Mathematics Education and Toward What Ends?
Fri, April 22, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Harbor Ballroom ISession Type: Paper Session
Abstract
This session explores the voices, perspectives, and experiences made manifest in mathematics textbooks, social justice curricula, and (participatory) research.
Sub Unit
Chair
Papers
A Comparative Analysis of Proportional Reasoning in U.S. and Korean Mathematics Textbooks - Ji-Won Son, University at Buffalo - SUNY; SeungJung Jo, SUNY - Geneseo
Understanding the Cultural Assumptions in Middle School Algebra Textbook Sections - Tiffini Pruitt-Britton, Southern Methodist University; Candace A. Walkington, Southern Methodist University
Opportunities in Social Justice Mathematics Curriculum: Analyzing High School Algebra Lessons - Erin Barno, Boston University; Leslie Dietiker, Boston University
A Study of Successful Doctoral Students in Mathematics From Historically Marginalized Groups - Carl Westine, University of North Carolina - Charlotte; Sarah Elizabeth Sword, Education Development Center, Inc.; Michael Young, Iowa State University
A Participatory Turn in Mathematics Education Research: Possibilities and Tensions - Molade Osibodu, York University; Sunghwan Byun, North Carolina State University; Carlos A. LopezLeiva, University of New Mexico