Enacting Responsive Research Strategies in Mathematics Education: Answerability and Action in Close-to-the-Classroom Ethnographic Work [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Parks, Amy Noelle; Monette, Rachel
Titel	Enacting Responsive Research Strategies in Mathematics Education: Answerability and Action in Close-to-the-Classroom Ethnographic Work [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Teaching Methods; Ethnography; Culturally Relevant Education; Preschool Children; Elementary School Students; Grade 1; Video Technology; Rural Schools; Low Income + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Niedriglohn
Abstract	Researchers in education broadly, and in mathematics education in particular, have made progress in defining culturally responsive or relevant pedagogies and have documented a variety of contexts where these pedagogies have supported the mathematical learning of various groups of non-majority children. However, little attention has been paid to examining research practices in light of the demand to become culturally relevant. The purpose of this paper is to examine the impact of our conscious choice to make our methodological work responsive to the children involved. [For the complete proceedings, see ED584829.] (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