Featured Publications

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

The chronological list of publications is available here, in my CV.

Writing takes lots of time, dedication, and care – and through writing, I come to see the world differently and connect with the world in new ways.

Critical Reviews on STEM Learning for Justice and Transdisciplinarity: Anti-Colonial Perspectives

Takeuchi, M.A. & Marin, A. (2022). “Globalization,” coloniality, and decolonial love in STEM education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1655 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

On Bodies, Places, and Mathematical and STEM Literacies for Justice

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 Blog here Public talk here

Takeuchi, M. A., Elhowari, R., & Yuen, J. (2021). Embodied and emplaced mathematical literacy: A refugee family’s funds of knowledge toward regenerative farming. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 1, pp. 235–238). Tredition. https://doi.org/10.5281/zenodo.5392987 Full text available here

Children are learning disciplinary knowledge of mathematics and sciences in the place that initially didn’t belong to Othered bodies.
Takeuchi, Elhowari, & Yuen (2021)

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. Blog here Public talk here

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. Full text available here

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

From Takeuchi & Dadkhahfard (2019) Contrasting bodily movements in two contexts in the classroom

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

May’s embodied non-normative multiplication algorithm hid under desk in the school (Takeuchi, 2018l; Takeuchi & Dadkhahfard, 2019)

I envisage mathematics learning which is more integral to learners’ bodies, and which allows learners “to lead lives they have reason to value and to enhance the substantive choices they have” (Sen, 1997, p.1959)

On Geopolitics of Identities, Knowledge Production, and Transdisciplinarity

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 Blog here

Multi-layered Identities from Takeuchi (2021)

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. Full text available here

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. Full text available here

Challenging Hegemonic Norms on Languages and Identities in Disciplinary Spaces of Mathematics

Takeuchi, M.A. & Liu, S. (2021). “I’m more of a visual learner”: The disciplinary values and identity in school mathematics learning and group work. Journal of Mathematical Behavior, 61, 100835-100845. Full text available her e

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 Full text available her e

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 her e

Translanguaging Study Group (de Araujo, Z., Gomez, N., Li, J-Y., Miller, E., Morales, H., Roberts, S., Smith, E., Takeuchi, M.A., Truxaw, M., & Willey, C.). (2020). Translanguaging and the mathematics classroom. Teaching for Excellence and Equity in Mathematics, 11(2), 8–15. Full text available here

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) 124-136. doi: 10.1080/1743727X.2018.1445218 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

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 her e

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 her e

On Hidden Relational Spaces and Friendships In/Through/For Disciplinary Learning

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.

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), 411-437. doi: 10.1080/10508406.2016.1169422 Full text available here Blog here

Esmonde, I., Takeuchi, M., & Radakovic, N. (2011). Getting unstuck: Histories of engagement and mathematics learning in groups. Mind, Culture, and Activity: An International Journal, 18(3), 237-256. doi: 10.1080/10749031003790128 Full text available her e

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 Education, 2(2), 18-45. Retrieved from http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/46 Full text available her e

Envisioning and Illustrating Equitable STEM Pedagogy

Takeuchi, M.A., & Dadkhahfard, S. (2021). Critical envisioning of embodiment in mathematics teaching. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 3, pp. 1005–1014). Tredition. https://doi.org/10.5281/zenodo.5416820 Full text available here

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. Full text available here

Website for this project: Coming soon!