Exploring Roles of Cognitive Studies in Equity: A Case for Knowledge in Pieces

Autor/in	Adiredja, Aditya P.
Titel	Exploring Roles of Cognitive Studies in Equity: A Case for Knowledge in Pieces
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Mathematics; Epistemology; Power Structure; Mexican Americans; Hispanic American Students; Undergraduate Students; Case Studies; Interviews + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	Underrepresentation of people of color in mathematics at the postsecondary level warrants more focus on equity issues. The prevalence of cognitive studies at the undergraduate level is met with the call for critical analysis about the kinds of knowledge that get privileged in mathematics education. Connecting to the Funds of Knowledge work, this paper discusses the utility of diSessa's Knowledge in Pieces cognitive framework to uncover productive informal knowledge in learning formal mathematics. Seeing the valorization of knowledge as related to issues of power, a case of a Chicana student's productive sense making about the formal definition of a limit illustrates the way diSessa's framework can help challenge what counts as productive mathematical knowledge and reasoning. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01