Situating race: the case for examining Black children’s informal mathematics learning outside of schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jahneille Cunningham ◽  
Kimberley Gomez
Keyword(s):  
Mathematics Education ◽  
Learning Theory ◽  
Situated Learning ◽  
Students Of Color ◽  
Mathematical Knowledge ◽  
Black Children ◽  
Community Based ◽  
Mathematical Practices ◽  
Content Type ◽  
Mathematics Classrooms

Purpose The purpose of this paper is to highlight the ways racialization in K-12 mathematics classrooms has narrowed the understanding of mathematical learning for Black children. Design/methodology/approach Drawing on situated learning theory and funds of knowledge, the authors argue that the social learning context of mathematics classrooms has limited the understanding of what Black children are capable of mathematically. The authors suggest that as a community of practice, mathematics classrooms may be marginalizing Black children, as well as other students of color, by devaluing their community-based knowledge and ways of knowing. Findings The extant literature portrays Black children as struggling in mathematics; however, this research is overwhelmingly conducted based on school performance measures. Yet, if one looks beyond the classroom to Black children's homes and communities, a plethora of mathematical knowledge tied to cultural and community practices may be found. As such, Black children who struggle in mathematics classroom may be experiencing misalignment across contexts, rather than a lack of mathematical knowledge altogether. Practical implications This paper has implications for classroom practice, particularly teacher ideologies pertaining to community-based knowledge. The authors urge mathematics education researchers and practitioners to look beyond the classroom, as community-based mathematical practices may provide more insight into students’ mathematical capabilities. These implications are particularly important for educating students of color, who often experience a subpar classroom education. Originality/value In this paper, the authors provide a critical lens to situated learning theory, pushing mathematics education research to examine the underexplored topic of Black children's out-of-school mathematical practices.

How being female impacts learning and career growth in advertising creative departments

2015 ◽  
Vol 37 (1) ◽  
pp. 122-140 ◽  
Author(s):  
Kasey Windels ◽  
Karen L. Mallia
Keyword(s):  
Community Of Practice ◽  
Learning Theory ◽  
Situated Learning ◽  
Creative Industries ◽  
Situated Learning Theory ◽  
Work Identity ◽  
Content Type ◽  
Career Trajectories ◽  
Positive Identity ◽  
And Gender

Purpose – In the male-dominant creative industries, do men and women have access to the same resources for career learning and development? The purpose of this paper is to examine women’s perspectives of their career trajectories in advertising creative departments. Design/methodology/approach – Situated learning theory views learning as produced through interaction with and increasing participation in a community of practice. Interviews were conducted with 19 female creatives to examine two research questions: first, how do women develop identities as creative practitioners within the male dominated advertising creative department? and second, how are women’s learning trajectories influenced by their gender? Findings – Gendered expectations affected the type of work women were supposed to produce, their ability to sell work, and the types of assignments they received. Women lacked legitimacy and experienced difficulties developing an identity as a master practitioner. They instead emphasized parts of their identity unrelated to the profession. Research limitations/implications – Women were unable to develop identities as full members of the community of practice. The identity formed in conjunction with work was that of a person with lesser talents, fewer opportunities, and less valued contributions, causing them to exit the field or seek positive identity from places other than work. Originality/value – This study was the first study that the authors are aware of to examine empirically the relationship between situated learning theory and gender. It provided evidence from women’s perspectives that gender restricted access to material for forming a positive work-identity, which impeded learning as women realized and accepted they were on a different trajectory than similarly-situated males.

Enhancing the impacts of absorptive capacity on interorganizational collaboration in BIM-enabled construction projects – an SLT perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lei Zhang ◽  
Jingfeng Yuan ◽  
Yan Ning ◽  
Nini Xia ◽  
Guodong Zhang
Keyword(s):  
Learning Theory ◽  
Absorptive Capacity ◽  
Situated Learning ◽  
Construction Projects ◽  
Interorganizational Collaboration ◽  
Cognitive Integration ◽  
Situated Learning Theory ◽  
Organizational Boundaries ◽  
Content Type ◽  
And Task

PurposeThis study employs situated learning theory to elucidate the mechanisms of interorganizational collaboration by analyzing the relationships among absorptive capacity, institutional compensation, task cognitive integration and interorganizational collaboration in BIM-enabled construction projects.Design/methodology/approachAn online questionnaire survey was conducted with managers and professionals involved in building information modeling (BIM-) enabled construction projects, and 220 valid responses were received. Data were analyzed by means of the linear regression models and bootstrap method.FindingsThe results show that (1) absorptive capacity, institutional compensation and task cognitive integration have a positive impact on interorganizational collaboration; (2) institutional compensation partially mediates the effect of absorptive capacity on interorganizational collaboration; (3) task cognitive integration fully mediates the effect of absorptive capacity on interorganizational collaboration; (4) institutional compensation and task cognitive integration serially and fully mediate the relationship between absorptive capacity and interorganizational collaboration and (5) the serial mediating model has a greater indirect effect than the other two models considered in this study.Originality/valueThis study contributes to the body of knowledge by demonstrating the way to break through the three types of organizational boundaries (i.e. syntactic, semantic and pragmatic organizational boundaries) and provide an internal collaborative mechanism from the perspective of situated learning theory. This study presents the critical effects of absorptive capacity, institutional compensation and task cognitive integration on interorganizational collaboration, selects the enhanced mediating model for explaining the effects of absorptive capacity on interorganizational collaboration and enables managers to update the traditional collaborative model in BIM-enabled construction projects.

The role of peripherality in students’ entrepreneurial learning

2018 ◽  
Vol 60 (1) ◽  
pp. 2-15 ◽  
Author(s):  
Elin Kubberød ◽  
Inger Beate Pettersen
Keyword(s):  
Learning Outcomes ◽  
Learning Theory ◽  
Situated Learning ◽  
Educational Background ◽  
Situated Learning Theory ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Factors Influencing ◽  
Peripheral Participation

Purpose The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students’ entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis’ entrepreneurial learning framework to explore empirically students’ entrepreneurial learning transformations and entrepreneurial learning outcomes. Design/methodology/approach The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs. Findings The research identified important factors influencing students’ entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students’ learning, the authors demonstrate and exemplify how these influence students’ entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students’ contributions to the practice community. Originality/value The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students’ entrepreneurial learning in situated practice.

Mathematics Textbook as an Object of Research/Matematički udžbenik kao predmet istraživanja

2014 ◽  
Vol 16 ◽  
Author(s):  
Dubravka Glasnović Gracin
Keyword(s):  
Mathematics Education ◽  
Mathematical Knowledge ◽  
Empirical Studies ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Mathematics Book

AbstractA mathematics textbook can be described as an officially authorized and pedagogically designed mathematics book written to provide mathematical knowledge to students. This description suggests the authority of the textbook - because it has been authorized by an administrative source and because it deals with authorized knowledge. This paper provides an overview of research on mathematics textbooks. The emphasis is on questions concerning the extent to which and how textbooks are used in mathematics education in Croatia and in the world.Research results show that mathematics textbooks are widely used in mathematics education worldwide. This finding points to the need for research on the content and structure of textbooks. Such studies are combined with the associated results on how textbooks are used in the classroom and which methods teachers apply in using textbooks in mathematics education. The results of the empirical studies show that teachers use textbooks for lesson preparation and pupils use mathematics textbooks for exercises to a great extent. These results imply that such an important role of textbooks in mathematics education deserves additional attention, with the goal of understanding and improving mathematics education.Key words: mathematics education; overview; research on textbook---SažetakMatematički udžbenik može se opisati kao službeno autorizirana i pedagoki osmiljena matematička knjiga napisana s ciljem da učenicima ponudi matematičke sadržaje. Taj opis sugerira autoritet udžbenika jer ga je autorizirao administrativni izvor i jer sadrži autorizirano znanje. Ovaj članak daje pregled istraživanja matematičkih udžbenika, a naglasak je na pitanjima u kojoj mjeri i kako se udžbenici koriste u nastavi matematike u Hrvatskoj i u svijetu.Rezultati raznih istraživanja pokazuju da se udžbenici u velikoj mjeri koriste u nastavi matematike irom svijeta. Taj nalaz ukazuje na potrebu za istraživanjem sadržaja i strukture matematičkih udžbenika. Uz to, prikazani su rezultati istraživanja o tome na koji se način udžbenici koriste u razredu i koje metode nastavnici prakticiraju prilikom upotrebe udžbenika na nastavi. Rezultati empirijskih studija pokazuju da nastavnici udžbenike većinom koriste za pripremu nastavnog sata, a učenici udžbenike koriste u najvećoj mjeri za vježbanje. Ti rezultati ukazuju na to da tako važna uloga udžbenika u matematičkom obrazovanju zaslužuje dodatnu pažnju s ciljem razumijevanja i poboljanja nastave matematike.Ključne riječi: istraživanje udžbenika; nastava matematike; pregled.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Climate change impacts on water resources in a rural community in Limpopo province, South Africa: a community-based adaptation to water insecurity

2020 ◽  
Vol 12 (5) ◽  
pp. 587-598
Author(s):  
Sejabaledi Agnes Rankoana
Keyword(s):  
Climate Change ◽  
South Africa ◽  
Water Resources ◽  
Water Supply ◽  
Rural Community ◽  
Limpopo Province ◽  
Community Based ◽  
Content Type ◽  
Adaptation Practices ◽  
Community Based Adaptation

Purpose The study explored the impacts of climate change on water resources, and the community-based adaptation practices adopted to ensure water security in a rural community in Limpopo Province, South Africa. Design/methodology/approach The study was conducted in Limpopo Province, South Africa. The participatory approach was used to allow community members to share their challenges of water scarcity, and the measures they have developed to cope with inconsistent water supply. Findings The study results show that the community obtains water for household consumption from the reticulation system supplied by Mutale River and the community borehole. These resources are negatively impacted by drought, change in the frequency and distribution of rainfall, and increased temperature patterns. The water levels in the river and borehole have declined, resulting in unsustainable water supply. The community-based adaptation practices facilitated by the water committee include observance of restrictions and regulations on the water resources use. Others involve securing water from neighbouring resources. Originality/value This type of community-based action in response to climate change could be used as part of rural water management strategies under climate change.

“I Want to Advocate for Our Kids”: How Community-Based Organizations Broker College Enrollment for Underrepresented Students

2021 ◽  
pp. 001312452110045
Author(s):  
Irma Y. Ramirez
Keyword(s):  
High School Students ◽  
Low Income ◽  
Students Of Color ◽  
College Enrollment ◽  
Underrepresented Students ◽  
School Students ◽  
Community Based ◽  
Community Based Organizations ◽  
Student College ◽  
Community Based Organization

This exploratory study examines the role community-based organizations have in bridging low-income students of color to postsecondary institutions. Data came from interviews with organization staff, high school students, and college students associated with three distinct community-based organizations located in a mid-size city. The findings suggest that organization staff are well-positioned in youth, academic, and community social networks. Staff become social brokers across these networks through three steps: cultivating authentic and safe relationships, lessons from students, and becoming advocates. Community-based organization staff strategically advocate for underrepresented student college enrollment and admissions by serving as social brokers between students, schools, and their communities.

Community-based disaster communication: how does it become trustworthy?

2016 ◽  
Vol 25 (4) ◽  
pp. 478-491 ◽  
Author(s):  
Dwie Irmawaty Gultom
Keyword(s):  
Disaster Response ◽  
Information Diffusion ◽  
Weak Ties ◽  
Network Ties ◽  
Community Based ◽  
Strong Ties ◽  
Content Type ◽  
Individual Level ◽  
Disaster Communication ◽  
Disaster Information

Purpose – Trust in disaster communication is significant because a lack of trust will prevent the transformation of information into usable knowledge for an effective disaster response. Therefore, the purpose of this paper is to investigate how the culture and network ties of an affected community can encourage trust and participation in disaster communication. Design/methodology/approach – A qualitative case study of Jalin Merapi (JM) was conducted by interviewing 33 research participants in the Mt Merapi surroundings. Findings – The findings indicate that culture-embedded disaster communication plays important roles in increasing the effectiveness of disaster information and encouraging trust in the authenticity of locally based disaster information at the individual level. The findings also identify that strong ties and weak ties play different roles in disaster communication. The strong ties are more effective in facilitating information diffusion and encourage trust and community participation within the affected community. Furthermore, the weak ties are more effective in disseminating information to wider audiences, and have an indirect influence in encouraging trust by extending the offline social network owned by the affected community. Originality/value – Most literature on disaster communication focusses on the construction of disaster messages to encourage effective disaster response. Less attention has been paid to the information receivers regarding how disaster information is considered to be trustworthy by the affected community and how it can increase collective participation in community-based disaster communication.

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