Learners in Transition Between Contexts

Abstract

Abstract. In this chapter, we explore, from a social justice perspective, conceptions of learners in transition between contexts and evaluate pedagogical practices that have been advocated for such learners. Learning occurs as learners reflect on their transition between contexts, particularly when there are differences in what content knowledge is valued, the relationships between participants and how activities are undertaken. From this perspective, productive pedagogical practices for learners in transition are those that build and sustain relationships between learners and mathematics and between learners and others, including those outside the classroom. We look specifically at examples of pedagogical practices that draw on ethnomathematics and critical mathematics education for their inspiration.

Exploring Zimbabwean Mathematics Teachers’ Integration Of Ethnomathematics Approaches Into The Teaching And Learning Of Geometry

“…The teachers used various cultural materials and resources in their geometry lessons, planning to help the learner develop the envisioned geometry knowledge and skills. The findings are consistent with results from earlier studies (Hunter 2013;Meaney & Lange, 2013), in terms of including cultural/contextual examples when planning for geometry lessons and using them as learning materials and resources. Rosa and Orey (2016) assert that teachers needed to use culturally specific examples in teaching geometry by exposing learners to a range of cultural contexts.…”

“…A good reason for using such a curriculum is that mathematics should begin with what the learners are familiar with, then make links to their culture, and then relate to the world of mathematics (Fouze & Amit, 2018). Such a curriculum would benefit learners in terms of them becoming aware of the mathematics that exists in their own culture and viewing mathematics as a living and developing discipline (Hunter 2013;Meaney & Lange, 2013;Rosa & Orey, 2016).…”

Liberating the Oppressed Consciousness of Preservice Teachers Through Critically Reflective Praxis

“…For the learners, the contexts would be learning in a whole class context and the transition to one-toone learning. Meaney and Lange (2013) argued that when learners transition between two contexts, the degree of adjustment required depends on the differences between the contexts. For the preservice teachers, the transition would be teaching in different contexts and working with learners from different backgrounds to their own.…”

Examining teacher-researcher collaboration through the cultural interface

“…The result of this shared practice was the reconstruction of mathematics education in ways that were relevant and conducive to supporting and developing the agency of individual students as they too became embedded in the interface. Meaney and Troels (2013) explain the importance of such an approach by explaining that classrooms are ''…not just physical settings, but include the valuing of knowledge, the typical distribution of power within relationships that interact around that knowledge and the sorts of interactions that are expected to occur between participants and with that knowledge'' (p.170). As Gade and the teacher worked together with students, the knowledge of, with and around mathematics became a knowledge that was not only discussed and developed between teacher-researcher-andstudent, it became a knowledge that was endorsed by the students' parents.…”