September 3, 2021 Conference paper Open Access

Takeuchi, Miwa A.; Dadkhahfard, Shima

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  <identifier identifierType="DOI">10.5281/zenodo.5416820</identifier>
  <creators>
    <creator>
      <creatorName>Takeuchi, Miwa A.</creatorName>
      <givenName>Miwa A.</givenName>
      <familyName>Takeuchi</familyName>
      <affiliation>University of Calgary</affiliation>
    </creator>
    <creator>
      <creatorName>Dadkhahfard, Shima</creatorName>
      <givenName>Shima</givenName>
      <familyName>Dadkhahfard</familyName>
      <affiliation>University of Calgary</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Critical envisioning of embodiment in mathematics teaching</title>
  </titles>
  <publisher>Zenodo</publisher>
  <publicationYear>2021</publicationYear>
  <dates>
    <date dateType="Issued">2021-09-03</date>
  </dates>
  <language>en</language>
  <resourceType resourceTypeGeneral="ConferencePaper"/>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://zenodo.org/record/5416820</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsPartOf" resourceTypeGeneral="Book">10.5281/zenodo.5336638</relatedIdentifier>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsVersionOf">10.5281/zenodo.5416819</relatedIdentifier>
  </relatedIdentifiers>
  <rightsList>
    <rights rightsURI="https://creativecommons.org/licenses/by/4.0/legalcode">Creative Commons Attribution 4.0 International</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
  </rightsList>
  <descriptions>
    <description descriptionType="Abstract">&lt;p&gt;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 conceptual&amp;shy;ization 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&amp;rsquo; intergenerational embodied mathe&amp;shy;matics learning. We present preliminary findings to illuminate how teacher candidates&amp;rsquo; discourses became heterogenous when they made meaning of the details in the designed illustrated story.&lt;/p&gt;</description>
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