Re-Membering Place: Mathematical Actions for Innovative, Resilient, and Culturally Rich Communities [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Glanfield, Florence; Nicol, Cynthia; Thom, Jennifer S.
Titel	Re-Membering Place: Mathematical Actions for Innovative, Resilient, and Culturally Rich Communities [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Mathematics Instruction; Mathematics Teachers; Teacher Researchers; Personal Narratives; Authors; Place Based Education; Trust (Psychology); Reflection; Knowledge Level; Indigenous Knowledge; American Indian Culture; American Indians; Asian Culture; Foreign Countries; Ecology; Metacognition; Psychological Patterns; Teacher Attitudes; Land Use; Mathematics Education; Canada + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerforschung; Erlebniserzählung; Author; Autor; Autorin; Wissensbasis; American Indian; Indianer; Ausland; Ökologie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten; Bodennutzung; Mathematische Bildung; Kanada
Abstract	How might mathematics educators recognize discourses as resonating harmonies in their practices as researchers? In this paper we share individual experiential narratives guided by Ojibway author Richard Wagamese's Medicine Wheel teachings in the four directions of East (humility), South (trust), West (introspection), and North (wisdom). As we journey through (re)membering place we offer opportunities for recognizing resonating harmony(ies) and algorhythms in our practices as mathematics education researchers and for engaging with critically dissonance discourses and actions. This (re)membering supports relating with each other, mathematics, communities, and place in ways that are more sustainable, inter-connected, and kincentric. [For the complete proceedings, see ED630210.] (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	2024/1/01