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En La Lucha/in the Struggle for Mathematics Teacher Education Without Borders

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Borders in Mathematics Pre-Service Teacher Education

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Abstract

In this chapter, I reflect on three intellectual divides that continually challenge and motivate my scholarship. I discuss how these intellectual borders (mathematics/education; expert/novice; research/teaching) create adversarial relationships and unwarranted hierarchies in our field and among ourselves. Although these divides seem innocuous and have been with us for a long time, I contend that these are far more dangerous than we might realize. These divides prevent us, individually and collectively, from imagining new and creative solutions to the perennial question about how to improve the quality and equity of mathematics education. I propose a reflexive and collaborative approach to identifying and problematizing the intellectual divides that challenge our goals and commitments to pursuing research that makes a difference in the very communities that we seek to serve.

En este capítulo reflexiono sobre tres divisiones intelectuales que continuamente retan y motivan mi trabajo académico. Discuto cómo estas fronteras intelectuales (matemáticas/educación; expert(a)/novato(a); investigación/enseñanza) crean relaciones adversas y jerarquías injustificadas en nuestro campo y entre nosotros(as). A pesar de que estas divisiones parecen inofensivas y hace mucho tiempo que están con nosotros(as), sostengo que éstas son mucho más peligrosas de lo que podríamos darnos cuenta. Estas divisiones nos impiden individual y colectivamente imaginar soluciones nuevas y creativas a la eterna pregunta de cómo mejorar la calidad y equidad de la educación matemática. Propongo un enfoque reflexivo y colaborativo para identificar y problematizar divisiones intelectuales que desafían nuestras metas y compromisos de hacer investigación para contribuir a las comunidades que queremos servir.

This chapter is a revised version of Crespo, S. (2016). En la lucha/In the Struggle!: Researching What Makes a Difference in Mathematics Education . 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. 2–14). Tucson, AZ: The University of Arizona.

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Authors and Affiliations

  1. Michigan State University, East Lansing, MI, USA

    Sandra Crespo

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  1. Sandra Crespo
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Correspondence to Sandra Crespo .

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Editors and Affiliations

  1. Department of Teacher Education, College of Charleston, Charleston, SC, USA

    Nenad Radakovic

  2. Department of Integrated Studies in Education, McGill University, Montreal, QC, Canada

    Limin Jao

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Crespo, S. (2020). En La Lucha/in the Struggle for Mathematics Teacher Education Without Borders. In: Radakovic, N., Jao, L. (eds) Borders in Mathematics Pre-Service Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-030-44292-7_1

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  • DOI: https://doi.org/10.1007/978-3-030-44292-7_1

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