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THEORIZING COMPLEX EMBODIMENT IN MATHEMATICS.

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Title: THEORIZING COMPLEX EMBODIMENT IN MATHEMATICS.
Authors: Lambert, Rachel1 rlambert@ucsb.edu, Hernandez-Saca, David I.2 ande.hernandez-saca@uni.edu, Mireles-Rios, Rebeca1 rmireles@ucsb.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2021, p174-178. 5p.
Subject Terms: *Mathematics students, *Mathematics education, *Mathematics teachers, *Students with disabilities, *Learning disabilities
Abstract: Cognizant of educational debts (Ladson-Billings 2006) for Latinas in math, as well as for students with Learning Disabilities (LD), we seek to develop understanding of the experiences of Latinas with LD in math classrooms. To do so, we need theoretical and methodological tools to analyze the emotional, embodied experience of learning mathematics within figured worlds of mathematics classrooms. Scholarship on identity in math currently lacks a systematic theoretical and methodological grounding that would allow for critical analysis of both intersectionality, relationships and emotion. Using analysis of a how a Latina with LD was described by her teachers, this paper describes a collaborative, interdisciplinary theoretical and methodological project to develop these theoretical tools. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: THEORIZING COMPLEX EMBODIMENT IN MATHEMATICS.
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  Data: <searchLink fieldCode="AR" term="%22Lambert%2C+Rachel%22">Lambert, Rachel</searchLink><relatesTo>1</relatesTo><i> rlambert@ucsb.edu</i><br /><searchLink fieldCode="AR" term="%22Hernandez-Saca%2C+David+I%2E%22">Hernandez-Saca, David I.</searchLink><relatesTo>2</relatesTo><i> ande.hernandez-saca@uni.edu</i><br /><searchLink fieldCode="AR" term="%22Mireles-Rios%2C+Rebeca%22">Mireles-Rios, Rebeca</searchLink><relatesTo>1</relatesTo><i> rmireles@ucsb.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink>
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  Data: Cognizant of educational debts (Ladson-Billings 2006) for Latinas in math, as well as for students with Learning Disabilities (LD), we seek to develop understanding of the experiences of Latinas with LD in math classrooms. To do so, we need theoretical and methodological tools to analyze the emotional, embodied experience of learning mathematics within figured worlds of mathematics classrooms. Scholarship on identity in math currently lacks a systematic theoretical and methodological grounding that would allow for critical analysis of both intersectionality, relationships and emotion. Using analysis of a how a Latina with LD was described by her teachers, this paper describes a collaborative, interdisciplinary theoretical and methodological project to develop these theoretical tools. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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        PageCount: 5
        StartPage: 174
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      – SubjectFull: Mathematics students
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Mathematics teachers
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      – SubjectFull: Students with disabilities
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      – SubjectFull: Learning disabilities
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      – TitleFull: THEORIZING COMPLEX EMBODIMENT IN MATHEMATICS.
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              Text: 2021
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