Rehumanizing Mathematics Through Multimodal Microanalysis

Authors

Liza Bondurant, Mississippi State UniversityFollow
Jonathan Troup, California State University, BakersfieldFollow
Claudia Bertolone-Sith, California State University, ChicoFollow
Diana Moss, University of Nevada, RenoFollow
Hortensia Soto, Colorado State UniversityFollow

ORCID

Bondurant: https://orcid.org/0000-0001-8069-2382

Abstract

We, five math teacher educators (MTEs), share how multimodal microanalysis has the potential to contribute to rehumanizing mathematics education by expanding what counts as evidence of students’ knowings. We define multimodal microanalysis as the detailed examination and interpretation of minute interactions between various sensory modalities and mathematical representations at a granular level. Using mathematics cognitive interview videos, we share our research design and analysis processes and discuss how multimodal microanalysis can contribute to rehumanizing mathematics teaching and learning.

Publisher

PME-NA

First Page

217

Last Page

222

DOI

https://doi.org/10.51272/pmena.46.2024

Publication Date

12-2024

Related Links

https://www.pmena.org/proceedings/

College

College of Education

Department

Department of Teacher Education and Leadership

Disciplines

Education

Recommended Citation

Bondurant, L., Troup, J., Bertolone-Smith, C., Moss, D., Soto, H. (2024). Rehumanizing Mathematics Through Multimodal Microanalysis. In Kosko, K. W., Caniglia, J., Courtney, S. A., Zolfaghari, M., & Morris, G. A., (2024). Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 217-222. Kent State University. https://doi.org/10.51272/pmena.46.2024