Proceedings of the Ninth International Mathematics Education and Society Conference

335 Pages·2017·1.34 MB·English

Mathematics Education
and Life at Times of Crisis
Proceedings of the Ninth International
Mathematics Education and Society
Conference
Volume 1
Edited by Anna Chronaki
9th International Conference of
Mathematics Education and Society-MES9
7th to 12th April 2017
Volos, Greece
Proceedings of the Ninth International
Mathematics Education and Society Conference
Edited by Anna Chronaki
First published in April, 2017
Published by MES9
Printed by University of Thessaly Pess, Volos, Greece
© Proceedings: Anna Chronaki
© Articles: Individual authors
ISBN: 978-960-9439-48-0 volume 1
978-960-9439-49-7 volume 2
ME9 International Advisory Board
Yasmine Abtahi, Annica Andersson, Anna Chronaki,
Tony Cotton, Peter Gates, Brian Greer,
Beth Herbel-Eisenmann, Eva Jablonka, Robyn Jorgensen,
David Kollosche, Danny Martin, Naresh Nirmala,
Daniel Orey, Milton Rosa, Kate Le Roux,
Jayasree Subramanian, Wee Tiong Seah, David Wagner
MES9 Local Steering Committee
Anna Chronaki, Sonia Kafoussi, Dimitris Chassapis,
Fragkiskos Kalavasis, Eythimios Nikolaidis,
Charalampos Sakonidis, Charoula Stathopoulou,
Panagiotis Spyrou, Anna Tsatsaroni
MES9 Local Organising Committee
Anna Chronaki, Eleni Kontaxi, Andreas Moutsios-Rentzos,
Yiannis Pechtelides, Anthi Tsirogianni,
Giorgos Giannikis, Olga Ntasioti, Anastasios Matos
Acknowlegdements
The conference organisers acknowledge the support of the
University of Thessaly, University of Thessaly Press,
Gutenberg and Chamber of Magnesia-Greece.
MES9 proceedings cover
The covers of the conference's program and proceedings are artwork
by Banksy. We would like to thank Banksy.
Proofreading: Eleni Kontaxi
Cover Design: Grid Office
Printing: Graphicart-Ilias Karkaletsos
University of Thessaly Press
Argonafton & Filellinon
38221 Volos, Greece
http://press.uth.gr
CONTENTS
Anna Chronaki
INTRODUCTION TO MES 9 ................................................................................................................9
Program .......................................................................................................................18
Plenary Papers ..........................................................................................................27
Erika C. Bullock
BEYOND “ISM” GROUPS AND FIGURE HIDING: INTERSECTIONAL
ANALYSIS AND CRITICAL MATHEMATICS EDUCATION ...................................................29
Dimitris Chassapis
“NUMBERS HAVE THE POWER” OR THE KEY ROLE OF NUMERICAL DISCOURSE
IN ESTABLISHING A REGIME OF TRUTH ABOUT CRISIS IN GREECE ...........................45
Elizabeth de Freitas
BIOSOCIAL BECOMINGS: RETHINKING THE BIOPOLITICS OF MATHEMATICS
EDUCATION RESEARCH .....................................................................................................................56
Heather Mendick
MATHEMATICAL FUTURES: DISCOURSES OF MATHEMATICS
IN FICTIONS OF THE POST-2008 FINANCIAL CRISIS ...........................................................74
Reaction Papers .........................................................................................................91
Karen François
NEURONAL POLITICS IN MATHEMATICS EDUCATION ........................................................93
Fragkiskos Kalavasis
MATHEMATICAL LANGUAGE IN THE POLITICAL DISCOURSE:
EPISTEMOLOGICAL AND EDUCATIONAL REFLECTIONS ..............................................100
Gelsa Knijnik
THE EFFECTS OF MATHEMATICS EDUCATION DISCOURSE ........................................106
David Kollosche
SAYING ‘NO’ TO MATHEMATICS ................................................................................................112
Andreas Moutsios-Rentzos & Panagiotis Spyrou
RE-EXPERIENCING EMOTIONS IN THE BIOSOCIAL
SPACE OF MATHEMATICS EDUCATION...................................................................................117
Alexandre Pais
“NUMBERS HAVE THE POWER” OR THE KEY ROLE OF NUMERICAL DISCOURSE
IN ESTABLISHING A REGIME OF TRUTH ABOUT CRISIS IN GREECE ........................123
Jayasree Subramanian
RREACHING ACROSS TO A PARALLEL UNIVERSE BELOW: THE PROMISE OF JUSTICE
COMMUNITIES FOR RESEARCHING CASTE IN MATHEMATICS EDUCATION ..........130
Paola Valero
MATHEMATICS EDUCATION AND THE MATRIX OF DOMINATION .........................................134
Symposia ............................................................................................................................141
Peter Appelbaum, Charoula Stathopoulou, Milton Rosa,
Daniel Clark Orey, Samuel Edmundo Lopez Bello, Dalene Swanson,
Franco Favilli, Fiorenza Toriano, Robert Klein, Miriam Amrit
ETHNOMATHEMATICS MEETS CURRICULUM THEORY THROUGH CRISIS .......................143
Lisa Darragh, Lisa Björklund Boistrup Paola Valero, Gill Adams, Hilary Povey
NEOLIBERALISM: A CRISIS FOR MATHEMATICS EDUCATION? ...............................................149
Maisie L. Gholson, Patricia Buenrostro, Lindsey Mann,
Eric “Rico” Gutstein, & Mark Hoover
INSIDE CRITICAL/RADICAL MATHEMATICS EDUCATION: A VIDEO EXPLORATION .........154
Brian Greer, Rochelle Gutiérrez, Eric Gutstein,
Swapna Mukhopadhyay, Anita Rampa
MAJORITY COUNTS: WHAT MATHEMATICS FOR LIFE, TO DEAL WITH CRISES? ............159
Lisa Lunney Borden & David Wagner
ETHNOMATHEMATICS AND RECONCILIATION ...............................................................................164
Alexandre Pais, Alyse Schneider, Mônica Mesquita
DEALING WITH OUR OWN SHIT: THE RESEARCHER BEHIND THE
[MATHEMATICS EDUCATION] RESEARCH .......................................................................................169
Aldo Parra, Arindam Bose, Jehad Alshwaikh,
Magda González, Renato Marcone, Rossi D’Souza
“CRISIS” AND INTERFACE WITH MATHEMATICSEDUCATION
RESEARCH AND PRACTICE: AN EVERYDAY ISSUE ........................................................................174
Luz Valoyes-Chávez, Danny Martin, Joi Spencer, Paola Valero, Anna Chronaki
RACE, RACISM, AND MATHEMATICS EDUCATION:
LOCAL AND GLOBAL PERSPECTIVES ..................................................................................................179
Margaret Walshaw, Anna Chronaki, Luis Leyva,
David Stinson, Kathy Nolan, Heather Mendick
BEYOND THE BOX: RETHINKING GENDER IN MATHEMATICS
EDUCATION RESEARCH PROPOSAL FOR A SYMPOSIUM ..........................................................184
Discussion Groups & Open Forum ...............................................................................189
Anna Jober, Anna Chronaki, Dalene Swanson
ASSESSING AND ACCESSING EXPERIENCES OF NEWLY ARRIVED
STUDENTS AND TEACHERS ....................................................................................................................191
Sonia Kafoussi, Anna Chronaki, Takis Spyrou
TRAJECTORIES OF MATHEMATICS EDUCATION RESEARCH IN GREECE ............................195
Munir Fasheh, Yasmine Abtahi, Anna Chronaki
MUJAAWARAH: BEING TOGETHER IN WISDOM OR
RECLAIMING LIFE FOR MATHEMATICS ..............................................................................................196
Project Papers .................................................................................................................203
Veronica Albanese, Natividad Adamuz-Povedano, Rafael Bracho-López
DEVELOPMENT AND CONTEXTUALIZATION OF TASKS FROM
AN ETHNOMATHEMATICAL PERSPECTIVE ......................................................................................205
Jeffrey Craig & Lynette Guzmán
NO, WE DIDN’T LIGHT IT, BUT WE TRIED TO FIGHT IT:
ACKNOWLEDGING AND CONNECTING AN ACUTE CRISIS ........................................................212
Iben Christiansen, Kicki Skog, Sarah Bansilal
MATHEMATICS TEACHERS’ PROFESSIONAL LEARNING ..........................................................217
Emma Carene Gargroetzi & Brian R. Lawler
SOCIOPOLITICAL MATHEMATICS TEACHER IDENTITY:
MATHOGRAPHY AS WINDOW .................................................................................................................222
Lisa Darragh
FEARS AND DESIRES: RESEARCHING TEACHERS IN NEOLIBERAL CONTEXTS ..............227
Lisa Darragh
PERFORMING GIRL AND GOOD AT MATHEMATICS:
SCRIPTS IN YOUNG ADULT FICTION ..................................................................................................232
Laurence Delacour
THE CONSTRUCTION OF THE MATHEMATICAL CHILD IN SWEDISH PRESCHOOL .......237
Ana Carolina Faustino
“HOW DID YOU GET TO THAT RESULT?”: THE PROCESS OF HOLDING A
DIALOGUE IN MATH CLASSES OF THE EARLY YEARS OF PRIMARY SCHOOL ................242
Ola Helenius & Linda Ahl
IDENTITY CHANGE THROUGH INNER AND OUTER DRIVING FORCES FOR
STUDYING MATHEMATICS IN THE SWEDISH PRISON EDUCATION PROGRAM ...............247
Huencho, Anahí
STRENGTHENING THE WAYS OF MATHEMATIZE OF THE
MAPUCHE PEOPLE AT THE SCHOOL..................................................................................................252
Marios Ioannou
WORKING WITH PEERS AS A MEANS FOR ENHANCING MATHEMATICAL LEARNING AT
UNIVERSITY LEVEL: PRELIMINARY INVESTIGATION OF STUDENT PERCEPTIONS .......257
Molly L. Kelton, Bohdan Rhodehamel, Cierra Rawlings,
Patti Saraniero, & Ricardo Nemirovsky
THE SHAPE OF TAPING SHAPE: VISITOR EXPERIENCES WITH AN IMMERSIVE
MATHEMATICS EXHIBITION ...................................................................................................................262
Chronis Kynigos, Maria Daskolia, Ioannis Papadopoulos
SOCIAL CREATIVITY IN THE DESIGN OF DIGITAL RESOURCES
TO AFFORD CREATIVE MATHEMATICAL THINKING .....................................................................267
Carlos A. LópezLeiva
THE RELEVANCE OF PRE-SERVICE TEACHERS’ FUNDS OF KNOWLEDGE
IN THEIR ADAPTATIONS OF MATHEMATICS LESSONS ............................................................272
Jasmine Y. Ma & Molly L. Kelton
DEVELOPING CONCEPTS IN A STUDY OF MATHEMATICS LEARNING PATHWAYS ........277
Laura McLeman & Eugenia Vomvoridi-Ivanović
RESOLVING CHALLENGES WHEN TEACHING PRE-SERVICE
MATHEMATICS TEACHERS THROUGH A LENS OF EQUITY .......................................................282
Maria Chionidou–Moskofoglou & Aikaterini Vamvouli
ECONOMIC CRISIS- THE EDUCATIONAL GAME EURO-AXIO-POLIS:
GENDER ISSUES ...........................................................................................................................................286
Amanda Queiroz Moura & Miriam Godoy Penteado
THE PROCESS OF DIALOGUE IN TEACHING AND LEARNING
MATHEMATICS WITH DEAF AND HEARING STUDENTS ..............................................................294
Annie Savard
EMPOWERING STUDENTS IN CITIZENSHIP: TEACHING
MATHEMATICS AND LEARNING FINANCIAL CONCEPTS ............................................................298
Poster papers ...................................................................................................................303
Anna Chronaki, Chrysa Papasarantou, Irene Lazaridi,
Efi Manioti, Magda Koumparelou, Giorgos Giannikis
ANTHROPOGEOMETRIES IN THE URBANSCAPE:
INTERROGATING THE ECHO OF GEOMETRY ...................................................................................305
Henry, M., Clarke, J., Rughubar-Reddy, S., & Schroeder, I. W.
ENHANCING STUDENTS QUANTITATIVE LITERACY SKILLS: USING GOOGLE
DRIVE AS A COLLABORATION TOOL FOR INTERACTIVE ONLINE FEEDBACK .................312
Paula Guerra & Woong Lim & Raisa Lopez
MATH, SOCIAL JUSTICE, AND PROSPECTIVE TEACHERS
IN U.S.A. AND URUGUAY: LEARNING TOGETHER ..........................................................................316
Jessica H. Hunt, Arla Westenskow, Patricia Moyer-Packenham
WHY DO WE NEED THEM TO BE DIFFERENT? LOW ACHIEVING CHILDREN’S
CONCEPTIONS OF UNIT FRACTION ...................................................................................................322
Eleni Kontaxi & Styliani Dimitrakopoulou
MATHEMATICAL FICTION IN EDUCATION: TEXT IN ACTION ...................................................327
Annie Savard
DOING RESEARCH WITH TEACHERS: ETHICAL CONSIDERATIONS
THAT SHAPED THE RESEARCHER STANCE ......................................................................................333
INTRODUCTION TO MES 9
Anna Chronaki
University of Thessaly
The 9th International Conference on Mathematics Education and
Society is one of a series aiming to create a collective for discussing
ongoing research and praxis around the social, cultural, ethical and political
dimensions of mathematics education. The first MES conference was
organized at the University of Nottingham in September 1998, after
frustration at the failure of international disciplinary associations in
mathematics education, at the time, to acknowledge broader social issues
as research domains. MEAS1 was convened by Peter Gates and Tony
Cotton and embraced by the plenaries of Sal Restivo, Ole Skovsmose,
Stephen Lerman, Anna Tsatsaroni, Marilyn Frankestein, Ubiratan d’
Ambrosio, Jill Adler, Alan Bishop, Paul Dowling and Leone Burton. That first
conference emerged as a recognizable need in the field to coordinate a
forum for researchers, teacher educators and teachers who were deeply
concerned with exploring, debating, reflecting, but also, interrogating
explicitly the multiple interrelations amongst mathematics education and
society. It has provided since then a space for people who are concerned
with the failures of existing institutions and structures to address the
socio-political aspects of mathematics and mathematics education.
However, the first MES conference did not happen in a vacuum. It
was based on important precursors such as a small sequence of
conferences under the title of Political Dimensions of Mathematics
Education initiated by a network of people at the 6th International
Conference of Mathematics Education in Budapest in 1988. Stieg Mellin-
Olsen strongly contributed to its establishment. Consequently, three PDME
conferences were held, the first in London in 1990, the next in Johannesburg
in 1992 and the last in Bergen in 1995 where Mellin-Olsen led the
preparations to host of conference, but his sudden loss took place only six
months before the conference. Amongst members of that international
network were Cyril Julie and Paulus Gerdes from the Southern Africa, Munir
Fasheh from Palestine, Alan Bishop and Leone Burton from UK. It is due
to the efforts, energies and dedicated work of all those people that we are
here today.
10 | MES9
During the last two decades, the series of MES conferences has
produced an archive of research papers that is searchable and navigable
in the site http://www.mescommunity.info. The succession of conferences
held in the past years is as follows:
1998: Nottingham, UK
2000: Montechoro, Portugal
2002: Helsingor, Denmark
2005: Queensland, Australia
2008: Albufeira, Portugal
2010: Berlin, Germany
2013: Cape Town, South Africa
2015: Portland, USA
2017: Volos, Greece
It is evident that during these last twenty years a vivid group of
researchers has been grounded around shared concerns for the everlasting
hegemony of certain essentialist agendas in mathematics education
researches, policies and practices. This collective has also been arranged
around common interests for advancing alternative discourses of change
through, sometimes, reformist agendas addressing issues of social justice
and equity in relation to an increased marginalisation of diverse groups
and communities, to extreme racism and xenophobia, and an inclination
towards conservative or anti-democratic political acts. By and large,
colleagues have been committed towards enacting emancipatory politics
as part of their mathematics education research, exploring the potentials
of mathematics education as a route to democracy, or questioning and
critiquing the contemporary project of mathematics education worldwide
as a matter of advanced neoliberalism and globalisation interests. On all
occasions, people from around the world have always had the opportunity
to share perspectives and to engage in reflexive accounts in their attempts
to articulate counter arguments and debates concerning the subject of
mathematics itself, the multiplicity of mathematics education practices
and the purposes of mathematics education research.
MES 9 at Volos, Greece
Today, two decades after the first MES conference in 1998 at
Nottingham, taking place in the midlands of England, there is a greater
insight amongst researchers of how mathematics education cannot be
seen anymore as an isolated discipline of experts, as well as, a greater
interest of major disciplinary associations to acknowledge its social,
cultural and political dimensions as domains of mathematics education
research. There is more and more awareness of mathematics education