Decolonising Content Narratives in Mathematics and Science Education: The Case of Reinventing Length Measurement

Visnovska, Jana; Graven, Mellony; Cortina, José L; Vale, Pamela

Title: Decolonising Content Narratives in Mathematics and Science Education: The Case of Reinventing Length Measurement
Creator: Visnovska, Jana
Creator: Graven, Mellony
Creator: Cortina, José L
Creator: Vale, Pamela
Subject: To be catalogued
Date Issued: 2024
Date: 2024
Type: text
Type: article
Identifier: http://hdl.handle.net/10962/482306
Identifier: vital:78638
Identifier: https://doi.org/10.1080/18117295.2024.2420469
Description: AIn South Africa and in many other parts of the world, decolonising the curriculum has become a valued goal, while frameworks that would systematically support the decolonising project through instructional design are not broadly available. In this conceptual paper we bring readers to consider one framework for instructional design, the theory of Realistic Mathematics Education, and discuss how it can aid in decolonising education in primary years. We exemplify our conceptual position through an instructional design for teaching length measurement—a key grounding practice in both early years mathematics and science throughout the world. We propose that the resulting decolonised narratives are not only useful in marginalised contexts of countries with a history of colonisation. Due to their positioning of mathematics as a human endeavour, these narratives are capable of generating meaningful, equitable engagement with mathematics for diverse student groups in a variety of educational settings.
Format: 13 pages
Format: pdf
Language: English
Relation: African Journal of Research in Mathematics, Science and Technology Education
Relation: Visnovska, J. et al. (2024) ‘Decolonising Content Narratives in Mathematics and Science Education: The Case of Reinventing Length Measurement’, African Journal of Research in Mathematics, Science and Technology Education, 29(1), pp. 28–41. doi: 10.1080/18117295.2024.2420469
Relation: African Journal of Research in Mathematics, Science and Technology Education volume 29 number 1 28 41 2024 1811-7295
Rights: Publisher
Rights: Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)

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RU DST/NRF SARChI for South African Numeracy

Graven, Mellony (Prof)

SDG 04. Quality Education

RU Department of Education

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