Year: 2025
Type: article
Abstract: This paper introduces an analytical framework, complex mathematical personhood, to broaden understandings of how teacher identity is developed over time through an emancipatory lens. A single case study, or portrait, is shared of a Native Hawaiian middle school mathematics teacher who uses Indigenous and ethno-mathematical practices to inform his instruction. A bricolage of case study and portraiture methods was invoked as the methodological framework for this project. Key results demonstrate the importance of broadening mathematics teaching practices that center and reorient de/colonial practices in teacher pedagogical orientations.
Source: Education Sciences
Author: Sara Kanwal Rezvi
Institution: Dominican University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W4415620169