Sep 2026· Mathematics Education Research Journal· 0 citations· 23 references
Abstract
In this article, we braid together conversations from a multilingual third-grade mathematics classroom in the U.S. with a Chicanx art exhibit to illustrate the generative power of a rasquache mathematics pedagogy—one that centers people, place, and possibility. This pedagogy takes shape through practices grounded in making do with what is at hand, maintaining a lens of abundance rather than deficiency. Through an analysis of a single day’s Number Talk (Parrish, 2011), we explore the mathematics classroom as a space of creative, relational, and political possibility. We use Chicanx art to reframe classroom mathematics as already sufficient—as more than enough. Our analysis resists the impulse to use mathematics education as a means of seeking access to existing systems, hoping for equity through assimilation. Instead, we ask what becomes possible when we recognize that we are already whole, already brilliant, and that, collectively, we hold the power to generate the educational futures we need.
Abstract:This article chronicles our collaborative experience designing and teaching “Ephemeral Spanish Drama,” a fourth-year undergraduate course taught in Spanish at Johns Hopkins University (JHU) in 2025. The class, unprecedented in its focus on comedias sueltas, proved compelling, even for enrolled students who wer...
M. Zalin, Paul Michael Johnson· Bulletin of the Comediantes· 0 citations
This theoretical essay elaborates an understanding of teacher ingenuity as a desirable pedagogical virtue in the field of inclusive education and attention to diversity. Venturing beyond the current negative connotations of the word “ingenuity”, we reaffirm its etymological roots, associated with authenticity, openness...
Pablo Rodríguez-Herrero· Revista Complutense de Educa...· 0 citations
Abstract An epistemological shift toward heteroglossia in research on language diversity in mathematics classrooms transcends the dualities (e.g., home/new language; everyday/academic language) and hierarchies (e.g., valuing academic above everyday language or school over home language) that have traditionally shaped o...
ABSTRACT: This article aims to analyze, from a Foucauldian perspective, the discourses present in the educational field concerning art, specifically in the interrelationship between art and teacher education. A total of 55 prominent educational journals from the last 24 years (1996-2019) were examined around the theme...
We address the challenge of theoretical fragmentation in mathematics education research by proposing
nested synthesis
as a complexity-informed approach for working with incommensurate discourses. We focus on situations in which theories are aligned in treating learning as a complex, multi-level phenomenon, yet diff...
B. Davis, Einat Heyd-Metzuyanim· Educational Studies in Mathe...· 0 citations
