Wright, P;
(2022)
Conceptualising and operationalising socio-mathematical agency.
In:
Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME 12).
CERME: Online.
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Abstract
In this paper, I introduce a new theoretical construct of ‘socio-mathematical agency’ (SMA), which I define as the ability to use mathematics effectively to argue collectively for social change. I present a conceptualisation of SMA which embraces the need to generate powerful mathematical knowledge, and which draws on critical mathematics education in foregrounding the need to attend to learners’ individual and collective agency. I propose that developing SMA in learning mathematics can make a significant contribution towards cultivating the collective knowledge and critical understanding needed to address environmental, economic and social challenges facing global society. I present some suggestions for how SMA might be operationalized in the classroom, which I hope will generate further debate about the efficacy and possible future development of SMA.
| Type: | Proceedings paper |
|---|---|
| Title: | Conceptualising and operationalising socio-mathematical agency |
| Event: | Twelfth Congress of the European Society for Research in Mathematics Education (CERME) |
| Location: | University of Bozen-Bolzano, Italy |
| Dates: | 02 February 2022 - 05 February 2022 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.cerme12.it/ |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Socio-mathematical agency, powerful knowledge, student agency, social justice |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10141063 |
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