Year: 2025
Type: article
Abstract: ABSTRACT A mathematical task rooted in social and/or political contexts has the potential to engage students in exploring their own realities and learning about the realities of others while building their mathematical knowledge. While there are planning and instructional practices recommended for these types of tasks, no single practice can fully capture the nuances and challenges that teachers might encounter. Therefore, this study identified dilemmas encountered by a team of mathematics education researchers while planning a mathematical task rooted in social and/or political contexts. Using qualitative analysis, the researchers identified three planning dilemmas: (a) what social and/or political goal to establish, (b) how might students respond to the task, and (c) which language to privilege in the task. These dilemmas were connected to the core planning practices of establishing mathematical and social and/or political goals, designing a task, and anticipating student thinking.
Source: School Science and Mathematics
DOI: 10.1111/ssm.18395
Institutions: Portland State University, Ohio University
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,750
Funder: National Science Foundation
OpenAlex ID: W4414484954