Equity, Identity, and Power: Disrupting Neutrality Myths

Faulkner, Valerie; Hollebrands, Karen; Elrod, Emily; West, Heather

doi:10.5951/mte.2021.0011

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…Mathematics education has been dominated by textual and rigid concepts [4]. The students must comprehend abstract mathematical concepts [5].…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics: The Early Determining Model of Ramadan and Eid al-Fitr in Hila Maluku

Juhaevah

2023

Atlantis Highlights in Social Sciences, Education and Humanities

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The concept of mathematics comes from the phenomena that exist in the environment, and it has become an essential part of formal education. However, mathematics is still taught in an abstract and rigid language that is disconnected from real-life contexts, particularly those related to society and culture. In short, mathematics education in schools has not integrated cultural context-based mathematics learning. For this reason, this study aims to explore Hila's calendar to determine the first day of Ramadan and Eid al-Fitr using mathematical concepts. This is a qualitative study with an ethnographic approach. Data collection used field observations, interviews, and documentation. The results showed that the first day of Ramadan and Eid al-Fitr can be determined using the modulo and congruence concepts. Therefore, it can be used as teaching material when teaching arithmetic in the school.

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“…Mathematics education has been dominated by textual and rigid concepts [4]. The students must comprehend abstract mathematical concepts [5].…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics: The Early Determining Model of Ramadan and Eid al-Fitr in Hila Maluku

Juhaevah

2023

Atlantis Highlights in Social Sciences, Education and Humanities

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Designing Rehearsals for Secondary Mathematics Teachers to Refine Practice

Webb

Wilson

2022

Mathematics Teacher Educator

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In this article, we describe rehearsals designed for use in professional development (PD) with secondary mathematics teachers to support them in reimagining and refining their practice. We detail a theoretical framework for learning in PD that informs our rehearsal design. We then share evidence of secondary mathematics teachers’ improvements in classroom practice from a broader study examining their participation in a PD that featured the use of rehearsals and provide examples of the ways two teachers’ rehearsals of the practice of monitoring students’ engagement with mathematics corresponded to changes in their practice. We conclude with a set of considerations and revisions to our design and a discussion of the role of mathematics teacher educators in supporting teachers in expanding their practice toward more ambitious purposes for students’ mathematical learning.

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Equity, Identity, and Power: Disrupting Neutrality Myths

Cited by 2 publications

References 9 publications

Ethnomathematics: The Early Determining Model of Ramadan and Eid al-Fitr in Hila Maluku

Ethnomathematics: The Early Determining Model of Ramadan and Eid al-Fitr in Hila Maluku

Designing Rehearsals for Secondary Mathematics Teachers to Refine Practice

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