Blog

Mathematical Literacy in/for Transnational Activism: Critical Conceptualization of Embodiment and Emplacement

I wrote this article for the Journal of the Learning Sciences, with Virgie Aquino Ishihara, a long-term volunteer community activist who has long (for over 20 years) been working with Filipino migrant communities in Japan to redress violence rooted in human trafficking in transnational entertainment industry. Her activism centers love and care toward fellow migrantContinue reading “Mathematical Literacy in/for Transnational Activism: Critical Conceptualization of Embodiment and Emplacement”

Labeling and learning — How does the institutionalized label “English language learner” shape learner experiences in agentive mathematics pedagogy?

How does this Google search with a keyword of “Afghanistan” (e.g., “war” comes up first in the search) relate to in-school learning?   The media provides symbolic resources of racism in our daily interactions. The media representation of Afghanistan in North America has been skewed towards wars, especially towards pro-war against Muslims who were portrayedContinue reading “Labeling and learning — How does the institutionalized label “English language learner” shape learner experiences in agentive mathematics pedagogy?”

Unveiling the Hidden Embodied Mathematical Knowledge

I start this blog with a story of May – she was a recent immigrant student from the Philippines and lived in an urban city of Japan.  Because of the immigration policy, May could not be granted permanent residency or citizenship. This political context placed many children of migrant families including May in stressful and uncertainContinue reading “Unveiling the Hidden Embodied Mathematical Knowledge”

Friendships and Learning for Immigrant and Refugee Students

How did the intimate relationships you built (friends, someone you respect, someone you love) affect your learning?   When I was doing a research project at a school, I noticed an interesting pattern. Immigrant and refugee students who were seen as “quiet” “shy” or “needing help” looked like completely different people when they were working with friends.Continue reading “Friendships and Learning for Immigrant and Refugee Students”