Jasmine Ma, NYU, presents this seminar.

Abstract

This presentation will explore how the approach of treating learning as a cross-setting phenomenon can support non-dominant youths' mathematics learning. We begin by arguing that a more equitable, non-deficit-based mathematics education must begin with reconsideration of both how mathematics is taught and what counts as mathematics in formal school settings. We then explore the range of ways the field of mathematics education research has positioned settings theoretically and analytically, and some conceptual consequences of these choices. Finally, we advocate for a cross-setting approach that de-centers schools as a primary analytical site for learning and valued mathematics, instead treating them as part of a larger ecology in youths' lives. We conclude with a discussion of possibilities for revised conceptualizations of resources for learning from a cross-setting perspective.