Abstract
Positioned within Indigenous and ecological discourses, our paper reconsiders human-centered relationships with earth and activities such as STEM that view earth as commodity, resource, and platform. In doing so, we turn to the ways earth (e.g., rivers, forests, animals) teaches mathematics education for STEM as place and reveals intelligences that exceed those of humankind. Using examples of place and land, we illustrate how such a conception contrasts with current calls and goals for STEM and integrated STEM education. We contend that comprehending STEM as place renews potential for success to be defined “as the continuity of life”; that is, all that concerns the natural world, including human wellbeing in general, and in particular mathematics and mathematics education. To conclude, we propose research directions to study mathematical ways of being, mathematics, and mathematics education for STEM as place. We include possible implications and pathways for such work which prompts (re)visioning and (re)enacting mathematics education to be for STEM as place.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
