The “M” in STEM as a Note of Caution: Resilient to What and Responsive to Whose Culture-Reference-Cited by-同舟云学术

The “M” in STEM as a Note of Caution: Resilient to What and Responsive to Whose Culture

Published:2020-05-28 Issue:2 Volume:20 Page:281-287
ISSN:1492-6156
Container-title:Canadian Journal of Science, Mathematics and Technology Education
language:en
Short-container-title:Can. J. Sci. Math. Techn. Educ.

Author:

Abtahi Yasmine

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s42330-020-00093-8.pdf

Reference21 articles.

1. Abtahi, Y., Adler, J., Guillemette, D., Herheim, R., Lerman, S., Maheux, J.-F., & Valero, P. (2018). Otherness in mathematics education. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 95–124). Umeå, Sweden: PME.

2. Abtahi, Y., Gøtze, P., Steffensen, L., Hiis Hauge, K., & Barwell, R. (2017) Teaching climate change in mathematics classrooms: An ethical responsibility. The Philosophy of Mathematics Education. Special issue: Mathematics and environment. 18 pages.

3. Abtahi, Y., Wagner, D. (2016). Violence in un-rooted mathematics. For the Learning of Mathematic, 36 (3), 38–40.

4. Baker, D. (2005) ‘Numeracy and “funds of knowledge” Reflect, 3, 16–19.

5. Barwell, R. (2013). The mathematical formatting of climate change: Critical mathematics education and post-normal science. Research in Mathematics Education, 15, 1-16.

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