Critical envisioning of embodiment in mathematics teaching

A body of scholarship on embodied mathematics learning has demonstrated the process of mathematics learning that is inseparable from learner bodies. Thus far, the scholarship on embodied mathematics learning has made limited connections with the critical conceptual­ization of embodiment that allows us to see the history and power behind mathematization of bodies. How can teacher candidates come to see embodiment in mathematics learning through critical lenses? In this study, we consider the possibility of utilizing digital illustrated stories based on ethnographic findings on (im)migrant families’ intergenerational embodied mathe­matics learning. We present preliminary findings to illuminate how teacher candidates’ discourses became heterogenous when they made meaning of the details in the designed illustrated story.