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Community Spaces as a Part of Hybrid Math Learning Spaces: Integrating Multiple Funds of Knowledge

Community Spaces as a Part of Hybrid Math Learning Spaces: Integrating Multiple Funds of Knowledge

Chapter:
(p.145) Chapter Six Community Spaces as a Part of Hybrid Math Learning Spaces: Integrating Multiple Funds of Knowledge
Source:
Empowering Science and Mathematics Education in Urban Schools
Author(s):
Maura Varley Gutiérrez
Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226037998.003.0006

This chapter outlines the evolution of one of the counterarguments generated by the girls in order to illustrate how multiple knowledge bases (knowledge about the needs of the community, knowledge about math, and knowledge about ways to critique the district) interacted within this hybrid math learning space. A distinguishing characteristic of this particular space was the fluid movement between space in the math club and the community context of the investigations. This movement between spaces supported the interaction amongst knowledge bases, as knowledge bases are often tied to particular spaces. Ultimately, this hybrid learning space fostered an alternative kind of mathematical activity that challenged the often exclusionary, yet dangerously portrayed as neutral, role of the discipline of math, and opened up entry points for the collective development of mathematical and critical knowledge for the students. Statistics on educational attainment and achievement suggest that the disconnect between students' school experiences and their lives outside of school can have devastating consequences. Math education should not only empower students with the skills and understandings to succeed academically, but also prepare them to critically investigate, challenge, and act upon issues in their lives and communities.

Keywords:   knowledge, learning space, math education, hybrid learning, communities

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