The Lived Experience of Linear Algebra: A Counter-Story about Women of Color in Mathematics

Autor/inn/en	Adiredja, Aditya P.; Zandieh, Michelle
Titel	The Lived Experience of Linear Algebra: A Counter-Story about Women of Color in Mathematics
Quelle	In: Educational Studies in Mathematics, 104 (2020) 2, S.239-260 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adiredja, Aditya P.) ORCID (Zandieh, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-020-09954-3
Schlagwörter	Mathematics Skills; Females; Disadvantaged; Minority Group Students; Guidelines; Algebra; Advanced Courses; Mathematics Instruction; Student Attitudes; Educational Experience; Creativity; Teaching Methods; Concept Formation + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Weibliches Geschlecht; Richtlinien; Fortgeschrittenenunterricht; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Bildungserfahrung; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung
Abstract	This paper focuses on the mathematical sensemaking by women of color in the USA as part of the global effort of dismantling deficit narratives about historically marginalized groups of students. Following Adiredja's anti-deficit framework for sensemaking, this cognitive study invited a group of women of color to share their understanding of basis from linear algebra to construct a sensemaking counter-story. Extending the framework, this study examines a task that explores the boundaries and nuances of a concept to support the effort of going beyond students' deficits. Eight women extended the concept of basis (and vector spaces) to 22 distinct everyday contexts, drawing from their everyday lives as well as topics from their academic experiences. Their explanations revealed analytical codes describing roles and characteristics of a basis. These codes suggest ways that students can mobilize the concept of basis beyond its logical underpinnings. Contrasting interpretations using a deficit and an anti-deficit perspective construct a counter-story that showcases these women's creativity and flexibility in understanding the concept, and potential resources for the teaching and learning of linear algebra. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01