How can we re-imagine mathematics 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.
** 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. (2020). 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