Changing the Discourse on Equity and Mathematics and Science for All 6




НазваниеChanging the Discourse on Equity and Mathematics and Science for All 6
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Empowering Science and Mathematics Education in Urban Communities


Edna Tan & Angela Calabrese Barton


July 19, 2010

Table of Contents


List of Tables 3

List of Figures 4

Chapter 1 6

Changing the Discourse on Equity and Mathematics and Science for All 6

“Mmmmmm! Now that’s science!” 6

Unpacking equity, access and empowering science and mathematics education 11

What constitutes equitable opportunities to learn mathematics and science? 11

Equity as Equality 13

Science and Mathematics for All 15

Teaching and Learning as Enculturation into Communities of Practice: Advances and Limitations 21

Dynamic communities and transformations: A basis for empowering education 25

Returning to Mrs. Tiller’s Classroom 30

Engaging in research critically 35

The chapters in this text 37

Chapter 2 40

Empowering Teaching and Learning in Mathematics and Science Education 40

“You’re out. You’re playing with pictures of eyeballs, and that doesn’t look like weather to me!” 40

Transformative Third Spaces and Empowering Mathematics and Science Education 48

Challenging the Script 48

Third Spaces 51

Expanding the Goals of Mathematics and Science Education 56

Critical Science and Mathematics Literacy for Social Justice 59

Looking ahead: Learning from the Boss 67

Chapter 3 73

Critical Mathematical Agency in the Overcrowding at Francis Middle School Project 73

Introduction 73

Critical Mathematical Agency 75

Agency in mathematics classrooms. 76

Critical mathematical agency. 78

The Context: Overcrowding at Francis Middle School 79

Critical Mathematical Agency in the Overcrowding Project 82

Critical Mathematical Agency as Asserting Intentions: Angel’s Story 82

Critical Mathematical Agency as Authoring: L.J and Joel’s Story. 85

Critical Mathematical Agency as Improvisation: Marlene and Jerica’s Story. 89

Critical Mathematical Agency as Critique: Lianna’s Story. 93

Outcomes of Transformative, Hybrid, “Agency-Enhancing” Learning Spaces 97

Closing Reflections 101

Chapter 4 106

A narrative pedagogy for critical science literacy 106

Story telling as narrative pedagogy 109

Intersubjectivity, embodied knowing and stories 110

Re/imagining the world and stories 112

Making Healthy Choices in a Struggling Urban Community 113

Building hybrid spaces for critical science literacy through narrative pedagogy 117

Sharing Salad Recipes: January 26 117

Calvin & Exercise, January 28 127

Narrative pedagogy and hybrid spaces for critical science literacy 133

Stories as epistemic resources: Co-authoring and complicating the content story line 135

Stories as subject and object 137

Stories as transformative texts 140

Conclusion 142

Chapter 5 143

Becoming an Expert: Critical engagement with science and the community 143

The role of agency in empowering science education 144

Cultural Anthropology and the figured worlds of doing science for change 145

The Figured Worlds of GET City 150

A Glance at the Content Story Line: Is River City a UHI? 154

Critical Science Agency: Becoming Community Science Experts 158

Authoring an Investigation 163

Taking up an Expert Stance- Engaging in the Practices of an Expert 172

Discussion 177

Moving forward with Agency 181

Chapter 6 185

Community Spaces as a Part of Hybrid Mathematics Learning Spaces: Integrating Multiple Funds of Knowledge 185

Funds of Knowledge and Critical Mathematics Education 188

Integrating Multiple Funds of Knowledge 190

Framework for Integrating Multiple Knowledge Bases in Mathematics Education 191

The Context: The Girls’ Math Club 193

Multiple Knowledge Bases in Hybrid Learning Spaces 195

I Actually Feel Bad for the Kids that Do Have to Walk” 195

“…And it Might not be a Pretty Picture.” 197

Wait, I Got a Great Idea!” 201

Multiple Knowledge Bases in Hybrid Learning Spaces Leading to Mathematizing the World and Humanizing Mathematics 204

Public valuing of multiple funds of knowledge. 206

Conclusion 207

Chapter 7 209

Hybrid Spaces for Empowering Learning in Mathematics and Science 209

Expansive Hybridity 210

Multiple Discourses, perspectives and resources 212

Multivocal & Identities for Practice 215

Learning outcomes in Hybrid Spaces 220

Politics & Tensions in Expansive Hybrid Spaces 225

Moving Forward 228

References 232

McFarlane-Alvarez, S. L. (2007). Trinidad and Tobago Television Advertising as Third Space: Hybridity as Resistance in the Caribbean Mediascape. Howard Journal of Communications, 18(1), 39-55. 245

Sanchez, C. (2009). Learning About Students’ Culture and Language Through Family Stories Elicited by Dichos. Early Childhood Education Journal, 37(2), 161-169. 249

List of Tables 255

List of Figures 267



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