At the Intersections of the Embodiment and Emergence for a Mathematics Teacher Educator

Kerri Richardson

Abstract


In this inquiry, I offer an autobiographical glimpse of my growth as a mathematics teacher educator. Being in the world with mathematics is the term I use to describe my own intersections within the discipline. Listening, collaborating, reflecting, and struggling are the intersections I have identified which allow me to describe my shift in re-imagining mathematics teaching and learning. Implications of this inquiry offer a way to open up spaces and create new spaces and new ways of thinking about mathematics instruction.

Full Text:

PDF



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563