FEATURE ARTICLE At the Intersections of the Embodiment and Emergence for a Mathematics Teacher Educator (original) (raw)

ESEARCH IN MATHEMATICS EDUCATION and curriculum theory currently has a very limited set of intersections. Few education researchers claim to work in both fields. I draw on the work of those few researchers for my own understandings as a mathematics teacher educator. Now as a part of this small community, I continue to struggle with what it means to be a mathematics educator from a curriculum theorist’s perspective. In my journey and in my research, I have come to realize that mathematics is often perceived as an external truth, a fixed set of ideas, and based on that perception, mathematics pedagogy is proffered as basics-as-breakdown (Jardine, Clifford, & Friesen, 2003). As an alternative, I propose that a different way to consider mathematics education is to imagine how one can experience being in the world with mathematics. This being with idea emerged by reviewing two topics in particular: curriculum and the history of mathematics, which are central to my understandings of teach...