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Creators/Authors contains: "Goffney, Imani"

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  1. ; ; (, International Congress on Mathematical Education)
    Our aim is to shed light on the impact that Eurocentric ideas and practices of dominant social groups have on mathematics education research. We suggest that the unintentional advancement of scholarly work that centers colonization and whiteness requires intentional intervention to disrupt. We identify rationales that mathematics education scholars give for not attending to equity in their work and provide actionable steps that can be taken to promote the practice of explicitly attending to issues of equity and justice in mathematics education research. We conclude with a metaphor and an invitation for our international colleagues to join us in decolonizing mathematics education research. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, Journal of Mathematics Teacher Education)
    Recent scholarship has explored mathematical demands faced by mathematics teacher educators and ways to support their development, but little attention has been given to the basic question of how mathematics teacher educators think about content knowledge for teaching. Knowing what they think could inform efforts to support them. Our analysis reveals that some think about mathematical knowledge for teaching as an independent, abstracted resource to be taught and learned in relative isolation from teaching, while others think about it as dynamic, situated work. We argue that this key difference matters for how they work with teachers. Further, our analysis reveals that their thinking about both teaching and justice interacts with their thinking about mathematical knowledge for teaching and that their thinking in these other two domains can be a resource for supporting their mathematical development. 
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    Full Text Available 
  3. ; (, AERA)
    To better understand how researchers with existing research projects that were not designed to address concerns for equity can contribute to current needs in mathematics education research, we investigated one such research team’s existing products, including tools designed for use by others, in light of the team’s stated goals to support the learning of all students. We identified several ways that existing research can retroactively be modified in authentic ways that explicitly address concerns for equity and justice. These ways range from incorporating explicit language about the project’s equity intent in the project dissemination to annotating specific connections with equity for each tool in a way that supports using the tool to disrupt inequities. 
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    Full Text Available