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Full-Text Articles in Education
Theory, Ethics And Equity In Intra-Action In Mathematics Education: Looking Forward, Looking Back, Susan Ophelia Cannon
Theory, Ethics And Equity In Intra-Action In Mathematics Education: Looking Forward, Looking Back, Susan Ophelia Cannon
Middle and Secondary Education Faculty Publications
This paper considers the intra-actions between poststructural theories and mathematics education over the last 40 years and considers how these theories have resulted in different ways to think students, teachers, and knowledge production. I argue that thinking in intra-action with various and different theories can allow us to ask different questions and radically rethink school mathematics.
Caring, Male African Americans, And Mathematics Teaching And Learning, Jason G. Hunter, David W. Stinson
Caring, Male African Americans, And Mathematics Teaching And Learning, Jason G. Hunter, David W. Stinson
Middle and Secondary Education Faculty Publications
In this paper, the authors report on a qualitative study that explored the influence a “successful” African American male mathematics teacher had on three African American male high school students’ perceptions of teacher care. This critical ethnography study was guided by an intersection of an eclectic array of theoretical traditions, including care theory, critical race theory, and culturally relevant pedagogy. The study employed ethnographic methods during data collection; data analysis identified six overarching themes that the participants used to describe teacher care. Findings suggest that teachers should reconsider the ways they care for African American male students and that a …
Theory In Mathematics Education: Intra-Action And (Re)Configuration, Susan Ophelia Cannon
Theory In Mathematics Education: Intra-Action And (Re)Configuration, Susan Ophelia Cannon
Middle and Secondary Education Faculty Publications
Using (post) qualitative methodology located within a critical postmodern theoretical frame, I will examine the intersection(s) and borders of the field of mathematics education and the posts (post-structural, new materialist, post-humanist, post-qualitative). The “field” in this research will be considered a fluid space that shifts and responds as “new” research is brought into it. The research questions that guide this study are: 1. What are the taken for granted, expectations and norms of these spaces? 2. How are post theories being used/taken up within mathematics education? 3. How are the borders and boundaries of the field of mathematics education shifting …
“Theory At The Crossroads”: Mapping Moments Of Mathematics Education Research Onto Paradigms Of Inquiry, David W. Stinson, Margaret Walshaw
“Theory At The Crossroads”: Mapping Moments Of Mathematics Education Research Onto Paradigms Of Inquiry, David W. Stinson, Margaret Walshaw
Middle and Secondary Education Faculty Publications
In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical “identity” that refutes closure and keeps the possibilities of mathematics teaching and learning open to multiple and uncertain interpretations and analyses.
Crossing “The Problem Of The Color Line”: White Mathematics Teachers And Black Students, Carla Bidwell, David W. Stinson
Crossing “The Problem Of The Color Line”: White Mathematics Teachers And Black Students, Carla Bidwell, David W. Stinson
Middle and Secondary Education Faculty Publications
In this paper, the authors explore—within an eclectic theoretical framework of critical theory, critical race theory, and Whiteness studies—the life experiences of four White high school mathematics teachers who were “successful” with Black students. The data were collected through three, semi-structured interviews, conducted over a 5-month time period. Through a cross-case analysis of the data, three commonalities among the teachers were identified as being significant contributors to their success in teaching Black students. Two commonalities the participants themselves felt strongly about, and a third became apparent during the cross-case analysis: (a) forming meaningful relationships with students, (b) engaging students in …
Questions Of Truth: Ethical And Moral Wanderings In Middle Grades Mathematics Classrooms And Research, Susan Ophelia Cannon, Stephanie Behm Cross
Questions Of Truth: Ethical And Moral Wanderings In Middle Grades Mathematics Classrooms And Research, Susan Ophelia Cannon, Stephanie Behm Cross
Middle and Secondary Education Faculty Publications
This paper describes two researchers engagement with two teachers as they taught a middle grades mathematics course, Current Events Math, in a large urban school district. The researchers share bits of data and their ethical entanglements as they entered into the site to find the truth about what works in middle grades mathematics classrooms only to realize that truth cannot be found through research. They then grappled with the question of the purpose of research and their roles as researchers in the school and the academy.
Mathematics As (Double) Gatekeeper, Student As Bordercrosser: A Case Study, Susan Ophelia Cannon, Kayla Myers, Stephanie Behm Cross
Mathematics As (Double) Gatekeeper, Student As Bordercrosser: A Case Study, Susan Ophelia Cannon, Kayla Myers, Stephanie Behm Cross
Middle and Secondary Education Faculty Publications
No abstract provided.