Recent Publications

Most of my writings are available on ResearchGate

I’d gladly share any of my work by email and discuss it with you. I also write blogs about my publication.

I write as I walk….

2020

Takeuchi, M.A.. (2020). Geopolitical configuration of identities and learning: Othering through the institutionalized categorization of “English language learners.” To be published in Cognition and Instruction. doi: 10.1080/07370008.2020.1825438 Full text available here

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. Advance online publication (coming shortly!) https://doi.org/10.1080/10508406.2020.1820341 Full text available here

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

Takeuchi, M.A., Adams, J., Alley, Z., Baker, K., Gutiérrez, K., Lehrer, R., Leyva, L., Rahm, J., Sengupta, P., Shanahan, M-C., Tagalik, S., Yin, P., & Kayumova, S. (2020). Rethinking transdisciplinarity in the learning sciences: Critical and emergent perspectives. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) Volume 3 (pp. 1463-1470). Nashville, Tennessee: International Society of the Learning Sciences.

Liu, S., & Takeuchi, M.A. (2020). Intellectual emancipation and embodiment in early mathematics learning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) Volume 4 (pp. 2061-2068). Nashville, Tennessee: International Society of the Learning Sciences.

Curnow, J., Jurow, S., Aquino-Ishihara, V., Meixi, Melendez, J., Redes de Tutoria, M., Kirshner, B., Pham, J., Philip, T., Rincon Gallardo, S., Takeuchi, M.A., Tivaringe, T., & Uttamchandani, S. (2020). Global perspectives on social movement: Collective action as learning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) Volume 5 (pp. 2539-2546). Nashville, Tennessee: International Society of the Learning Sciences.

Dadkhahfard, S., & Takeuchi, M.A. (2020). Visual counter-storytelling toward equity and teaching. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) Volume 5 (pp. 2373-2374). Nashville, Tennessee: International Society of the Learning Sciences.

Takeuchi, M.A. (2020). Unveiling hidden epistemologies. In an invited special session on learning and identity: Imagining socio-political and ethical horizons of the learning sciences (with Kris Gutiérrez, Victoria Hand, Susan Jurow, José Lizarraga, Ananda Marin, Na’ilah Suad Nasir, Kalonji Nzinga, Pratim Sengupta, Jennifer Vadeboncoeur, Sepehr Vakil, and Shirin Vossoughi). At the International Conference of the Learning Sciences 2020. 

2019

Takeuchi, M.A. & Dadkhahfard, S. (2019). Rethinking bodies of learners through STEM education. In P. Sengupta., M-C. Shanahan., & B. Kim (Eds.). Critical, transdisciplinary and embodied approaches in STEM education (pp.199-216). New York, NY: Springer. Full text available here

Takeuchi, M.A., Bryan, V., Valera, S., & Dadkhahfard, S. (2019). Immigrant students’ stories about learning mathematics in groups. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 237-253. doi: 10.1007/s42330-019-00056-8

Takeuchi, M.A., & Bryan, V. (2019). Video-mediated interviews to reveal multiple voices in peer collaboration for mathematics learning in groups. International Journal of Research & Method in Education, 42 (2) 124-136doi: 10.1080/1743727X.2018.1445218

Jaques, S., Kim, B., Shyleyko-Kostas, A., & Takeuchi, M.A. (2019). “I just won against myself!”: Fostering early numeracy through boardgame play and redesign. Early Childhood Education, 46(1). 22-29. Full text available here

Cummins, J. & Takeuchi, M. (2019). Teaching mathematics to “English language learners”. In M. Sack (Ed.), My best idea: Mathematics educators share ideas that changed their classrooms (pp.92-103). Toronto, Canada: Rubicon.

2018

Takeuchi, M. A. (2018). Power and identity in immigrant parents’ involvement in early years mathematics learning.Educational Studies in Mathematics, 97 (1), 39-53. doi: 10.1007/s10649-017-9781-4 Full text available here

Takeuchi, M. (2018). Conversions for life: Transnational families’ mathematical funds of knowledge. In T.G. Bartell (Ed.), Toward equity and social justice in mathematics education (pp.127-143). Cham, Switzerland: Springer. Full text available here

Towers, J., Takeuchi, M.A., & Martin, L.C. (2018). Examining contextual influence on students’ emotional relationships with mathematics in the early years. Research in Mathematics Education. Advanced online publication. doi:10.1080/14794802.2018.1477058

Plosz, J., Towers, J. (Jo) M., Czuy, K., Aljarrah, A., Vorhies, A., & Takeuchi, M. (2018). Students’ relationships with mathematics revealed through drawing. In J. Holm, S. Mathieu-Soucy, & S. Oesterle (Eds.). Proceedings of the Canadian Mathematics Education Study Group/Groupe Canadien d’Étude en Didactique des Mathématiques (pp. 285–286). Montreal, Canada: McGill University. Retrieved from http://www.cmesg.org/wp-content/uploads/2018/05/CMESG-2017.pdf

Takeuchi, M.A. (2018). “Perimeter is easier to work with than area”: Students’ language use in group work. In J. Holm, S. Mathieu-Soucy, & S. Oesterle (Eds.). Proceedings of the Canadian Mathematics Education Study Group/Groupe Canadien d’Étude en Didactique des Mathématiques (pp. 289–290). Montreal, Canada: McGill University. Retrieved from http://www.cmesg.org/wp-content/uploads/2018/05/CMESG-2017.pdf

2017

Towers, J., Takeuchi, M. A., Hall, J., & Martin, L. (2017). Students’ emotional experiences learning mathematics in Canadian schools. In U. Xolocotzin (Ed.), Understanding emotions in mathematical thinking and learning (pp.163-186). Waltham, MA: Elsevier Academic Press.

2017 is the year I joined the Learning Sciences Group at the University of Calgary! (Photo: Mary Kate MacIsaac) 

2016

Takeuchi, M. (2016). Friendships and group work in linguistically diverse mathematics classrooms: Opportunities to learn for linguistic minority students. Journal of the Learning Sciences, 25 (3)411-437doi: 10.1080/10508406.2016.1169422 Full text available here

Takeuchi, M. (2016). Transformation of discourse: multilingual resources and practices among Filipino mothers in Japan. International Journal of  Bilingual Education and Bilingualism, 19 (3), 235-248. doi: 10.1080/13670050.2014.978262 Full text available here

Takeuchi, M.A., Towers, J., & Plosz, J. (2016). Early years students’ relationships with mathematics. Alberta Journal of Educational Research, 62 (2), 168-183. Full text available here

Preciado Babb, A.P., Takeuchi, M.A., Alonso-Yáñez, G., Francis, K., Gereluk, D., & Friesen, S. (2016). Pioneering STEM education for pre-service teachers.International Journal of Engineering Pedagogy6(4), 4-11. doi: 10.3991/ijep.v6i4.5965

Takeuchi, M.A. (2016). Parents’ involvement in early years mathematics learning: The case of Japanese immigrant parents. In M.B. Wood, E. E. Turner, M. Civil, & J.A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1115-1118). Tucson, AZ: The University of Arizona.

Takeuchi, M.A., Towers, J., & Martin, L. (2016). What contributes to positive feelings towards mathematics: Examining mathematics autobiographies. In M.B. Wood, E. E. Turner, M. Civil, & J.A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1119-1122). Tucson, AZ: The University of Arizona.

Takeuchi, M. A. (2016). Multimodality in mathematics classroom discourse: An ethnographic study. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Volume 1 (p.205). Szeged, Hungary: Psychology of Mathematics Education.

Takeuchi, M.A., Towers, J., & Martin, L. (2016). Images of mathematics learning revealed through students’ experiences of collaboration. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Volume 4 (pp.267-274). Szeged, Hungary: Psychology of Mathematics Education.

2015

Takeuchi, M. (2015). The situated multiliteracies approach to classroom participation: English language learners’ participation in classroom  mathematics practices. Journal of Language, Identity and Education, 14 (3), 159-178. doi: 10.1080/15348458.2015.1041341 Full text available here

Takeuchi, M., & Coyle, R. (2015). Learning elapsed time through afterschool activities. Ontario Mathematics Gazette54 (2), 9–13.

Takeuchi, M. (2015). Non-dominant students’ and their parents’ mathematical practices at home. In T. G. Bartell, K. N. Bieda, R.T. Putnam, K. Bradfield, H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 566-570). East Lansing, MI: Michigan State University.

Takeuchi, M., & Towers, J. (2015). Immigrant students’ mathematics learning experiences in Canadian schools. In T. G. Bartell, K. N. Bieda, R.T. Putnam, K. Bradfield, H. Dominguez (Eds.), Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 592). East Lansing, MI: Michigan State University.

Featured Earlier Works

Takeuchi, M. & Esmonde, I. (2011). Professional development as discourse change: Teaching mathematics to English learners. Pedagogies: An International Journal, 6(4), 331-346. doi: 10.1080/1554480X.2011.604904 Full text available here

Esmonde, I., Takeuchi, M., & Radakovic, N. (2011). Getting unstuck: Histories of engagement and mathematics learning in groups. Mind, Culture, and Activity: An International Journal18(3), 237-256. doi: 10.1080/10749031003790128 Full text available here

Esmonde, I., Brodie, K., Dookie, L., & Takeuchi, M. (2009). Social identities and opportunities to learn: Student perspectives on group work in an urban mathematics classroom. Journal of Urban Mathematics Education2(2), 18-45. Retrieved from http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/46 Full text available here