Reimagining Authentic Mathematical Tasks for Non-STEM Majors

Leung, Fok-Shuen; Radzimski, Vanessa; Doolittle, Edward

doi:10.1007/s42330-020-00084-9

Can. J. Sci. Math. Techn. Educ.

2020

DOI: 10.1007/s42330-020-00084-9

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Reimagining Authentic Mathematical Tasks for Non-STEM Majors

Fok-Shuen Leung

Vanessa Radzimski

Edward Doolittle

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Cited by 8 publications

(1 citation statement)

References 25 publications

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“…Moving from mathematics teacher education to undergraduate mathematics instruction, our second paper highlights the experiences of mathematicians seeking to improve the experiences of non-STEM undergraduate students. Leung et al (2020) in "Re-imagining Authentic Mathematical Experiences for non-STEM Majors" each describe a messy authentic task that engaged their students' interests and prior experiences. This paper discusses tasks that include graphing incarceration rates to understand linear, quadratic and exponential relations; counting tiles in starblankets of increasing sizes to understand quadratic sequences; and providing time for students to extrapolate radiocarbon dating to understand exponential decay of remains of fish-eating prehistoric humans.…”

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Introduction to the Special Theme on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities

Nicol

Nolan

Glanfield

et al. 2020

Can. J. Sci. Math. Techn. Educ.

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In 2018, a report by the United Nations Intergovernmental Panel on Climate Change (IPCC) announced the global average temperature is currently 1°C warmer now than pre-industrial levels (IPCC, 2018). The report referred to this warming as human-induced, stating human influence has "become a principal agent of change on the planet" (IPCC, 2018, p. 53). Evidence of this change is being felt worldwide with 2018 witnessing life-threatening weather patterns in the USA and South-east Asia, extreme drought in South Africa and unexpected boreal forest fires in the Arctic. Such calls announcing the earth's environmental ecological crises are worldwide and difficult to ignore. How did we get to this situation? Some argue that this ecological crisis stems from a particular view of being in the world, a way of being that privileges individualism, consumerism as progress, and use of non-renewable energy resources as human rights (Barwell, 2018;Bowers, 2017). Acknowledging the crisis leads to questions on the role education can and should play in responding to these ecological challenges. More specifically, we ask how mathematics education, mathematics teacher education, and STEM and STEM education (Science, Technology, Engineering and Mathematics) might contribute to understanding and responding. How can the mathematics of STEM and STEM education be re-imagined to contribute to more sustainable practices, more innovative, resilient and culturally rich communities? This Special Theme of CJSMTE explores these questions across national and international contexts, rethinking the role of STEM and STEM education to consider other ways of relating to each other, mathematics and communities.

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confidence: 99%

Introduction to the Special Theme on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities

Nicol

Nolan

Glanfield

et al. 2020

Can. J. Sci. Math. Techn. Educ.

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Teaching math in real time

Maciejewski

2021

Educ Stud Math

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Narrative, first-person accounts of a collective, traumatic event preserve the authenticity of the experience and defend against inaccurate retrospective idealizations. Such artifacts allow us time to process the event, extract the lessons it has for us, and to bring these lessons to bear on our practices. I offer my own narrative here, as a practitioner and researcher, of daily experiences of teaching mathematics in the USA during the SARS-CoV-2 pandemic. Sudden perturbations to our regular educational practices expose ways in which those practices are incomplete or outright unstable. This, in turn, troubles the theories underpinning our practices. I offer my narrative as a point of communal reflection on what we do and know, and how we might do and know it better.

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Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion

Abtahi,

Planas

2024

ZDM Mathematics Education

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The interrogation of often unintended practices of marginalisation has gained focus in research on mathematics teaching and mathematics teacher education throughout the last decades. In this introductory survey paper, work against marginalisation in these contexts of mathematics education is viewed in terms of work towards equity, diversity and inclusion. Based on this interpretation, we present a framework on awareness and practice of equity, diversity and inclusion in mathematics teaching and mathematics teacher education research. We then use this framework and a survey method of mapping review to identify and comment on a selection of studies. As a result, we illustrate three research moves towards equity, diversity and inclusion, in the form of interconnected themes: (1) Widening the understanding of the mathematics and the mathematics education curricula (2) Improving the practice and discussion of mathematics teaching (3) Unpacking ideologies in mathematics teaching and mathematics teacher education. We finally examine the themes and the special issue papers together to foreground commonalities regarding awareness of discriminatory discourses and practices of creating and distributing opportunities for all groups, including those historically and currently marginalised. Despite the important increase of equity-driven principles of awareness, we conclude that mathematics education research on teaching and on teacher education needs more examples of practices whose development has been proved to challenge marginalisation.

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Reimagining Authentic Mathematical Tasks for Non-STEM Majors

Cited by 8 publications

References 25 publications

Introduction to the Special Theme on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities

Introduction to the Special Theme on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities

Teaching math in real time

Mathematics teaching and teacher education against marginalisation, or towards equity, diversity and inclusion

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