How can we re-imagine mathematics/STEM learning by attending to historically hidden ways of knowing?
I value working collaboratively with learners, teachers, community activists, and families.
I aim to co-design the learning environments that can leverage learners’ embodied and emplaced disciplinary experiences into transdisciplinary imagination toward social and environmental justice.
Takeuchi, M.A., Chowdhury, A., Kopparla, M., Thraya, S., Yuen, J., Czuy, K., Mambo, T., Olson, R., Sobh, H., & Fakih, A. (2021). Soil camp: Learning with the land toward refugee integration, diversity and sustainability through community partnerships 2020-21. University of Calgary. http://hdl.handle.net/1880/113973 Full text available here
** Interrogating the taken-for-granted categorization from the perspective of colonial geopolitical formation of identities (more in my Blog):
Takeuchi, M.A.. (2021). Geopolitical configuration of identities and learning: Othering through the institutionalized categorization of “English language learners.” Cognition and Instruction, 39(1), 85-112. doi: 10.1080/07370008.2020.1825438 Full text available here
** A critical transdisciplinary analysis of STEM education research in the period of its early formulation (2007-2018):
Takeuchi, M.A., Sengupta, P., Shanahan, M-C., Adams, J.D., & Hachem, M. (2020). Transdisciplinarity in STEM education: A critical review. Studies in Science Education, 56(2), 213-253. doi: 10.1080/03057267.2020.1755802 Full text available here
** Illuminating how the collective of activists led by a migrant woman of color countered the official data that did not reveal marginalized voices (more in my Blog)
Takeuchi, M.A. & Aquino Ishihara, V. (2021). Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism. Journal of the Learning Sciences, 21(1), 103-124. https://doi.org/10.1080/10508406.2020.1820341 Full text available here