Abstract
Through our work to examine mathematical and computational learning in authentic and convivial contexts that requires creativity, imagination, reasoning, and discourse, we have theorized an experiential learning cycle that attends to the development of voice, agency, and identity needed in young people for an earned insurgency—the right to demand change. Our work underscores how the current situation that many students face in classrooms amounts to a type of cognitive segregation that denies these students access to authentic and empowering intellectual agency. By facilitating a process whereby students, using their own creative and imaginative means, intentionally develop a type of ownership over the exploration and application of the mathematical concepts they are being taught, we help students move from simple surface level, syntactic understandings, to deeper semantic learning that is more personally significant and meaningful.
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