Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6493
Title: Intellectual Emancipation and Embodiment in Early Mathematics Learning
Authors: Liu, Shimeng
Takeuchi, Miwa A.
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Liu, S. & Takeuchi, M. A. (2020). Intellectual Emancipation and Embodiment in Early Mathematics Learning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2061-2068). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: To understand how embodied learning can provide more opportunities for emergent bilinguals in early mathematics classrooms, this paper reports findings on our design-based research in a Canadian urban school. By bringing Rancière’s (1991) notion of intellectual emancipation into the learning sciences scholarship on teaching, we paid attention to spatial- temporal structures that can free learners’ bodies and enrich mathematical discussion. Our findings show that, in regular routinized instruction, learning was streamlined and compressed to unidirectional acquirement. In contrast, designed embodied mathematics lessons offered a space of flexibility and spontaneity, which conceivably drove intellectual emancipation. Our research demonstrates how spatially and temporally expanded mathematics pedagogy can offer a complex system of iterative adaptation and decentralized learning. We discuss how integrating embodied mathematics learning and the perspective of intellectual emancipation can address equity issues in early mathematics education.
URI: https://doi.dx.org/10.22318/icls2020.2061
https://repository.isls.org//handle/1/6493
Appears in Collections:ICLS 2020

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