Teaching Mathematics for Spatial Justice: An Investigation of the Lottery

Articulando Combinatória e Probabilidade: Jovens e Adultos Revisitando Problemas Combinatórios via Construção de Espaços Amostrais

“…Por fim, destaca-se que a pesquisa em questão explorou, ainda, articulações entre problemas combinatórios e outras demandas cognitivas ao amplo entendimento da probabilidade (Bryant & Nunes, 2012). Os problemas que exploram a construção de espaços amostrais possuem uma relação mais direta com o raciocínio combinatório e são foco de outros estudos que ressaltam a importância da articulação entre combinatória e probabilidade a partir do uso de representações variadas (Kapon, Ron, Hershkowitz & Dreyfus, 2015, Lockwood, 2012, Nunes, Bryant, Evans, Gottardis & Terlektsi, 2014, Rubel, Lim, Hall-Wieckert & Sullivan, 2016, contudo, estes não foram os únicos a se relacionarem positivamente com os problemas combinatórios, como discutido no texto completo de dissertação (Lima, 2018) e em outros recortes publicados anteriormente (Lima & Borba, 2018, 2019a, 2019b, 2020.…”

Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education

“…The set of articles in this category explored how representational, meditational, and discursive tools afforded opportunities and constraints through which power and learning were co-constructed. In particular, Rubel et al (2016), Rubel et al (2017), Hostetler et al (2018), and Philip et al (2016) explore how these co-constructions emerge within the context of new digital technologies. Rubel et al (2017) and Philip et al (2016) draw attention to how representations of data through maps are interpreted through ideological systems where space is highly racialized.…”

“…Collectively, these articles draw attention to tools as imbued with power and with the potential to be contested and repurposed for different goals. Rubel et al (2016), Rubel et al (2017), Hostetler et al (2018), and Philip et al (2016) made evident the emergent possibilities and challenges of new digital tools and representations as they enter learning environments. Lewis (2014Lewis ( , 2017, Oliveira et al (2014), and Buchholz et al (2014) reminded us of the ways in which power is deeply embedded in the tools and representations that mostly go unquestioned as well as the importance of remediating them toward more equitable and just purposes.…”

Editorial

“…This article is an affirmation that Cognition and Instruction, as a journal and as a community, has been and will always be willing to attend to how race and power interact with cognition and instruction. The articles in this journal have shown a slow but steady increase in explicit awareness to and nuance in how race and power can be (and need to be) included in our analyses of learning (Bang & Vossoughi, 2016Ehret & Hollett, 2016Goldberg, Schwarz, & Porat, 2011Gutiérrez, Engeström, & Sannino, 2016Jurow, Teeters, Shea, & Steenis, 2016Larkin, Maloney, & Perry-Ryder, 2016McWilliams, 2016Philip, 2011Philip, Olivares-Pasillas, & Rocha, 2016Rubel, Lim, Hall-Wieckert, & Sullivan, 2016Shreiner, 2014Vakil, Royston, Nasir, & Kirshner, 2016Zavala, 2016 Our editorial team is committed to continuing this trend.…”