Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families
Item
Title
Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families
Abstract/Description
Success and failure in formal mathematics education has been used to legitimize stratification. We describe participatory design research as a methodology for systemic repair. The analysis describes epistemic authority--exercising the right or the power to know--as a form of agency in processes of mathematical problem solving and learning. We asked: What will aid families in advocating for their children's math learning, particularly when they expressed concern about their ability to do so? Participatory design research provided a collaborative and iterative method to work with people who shape math learning: parents, children, teachers, community organizers, researchers, curriculum developers, and mathematicians. Data from four years of participant observation involved the design, facilitation, and dissemination of workshops and take-home materials and family case studies. As participating families claimed epistemic authority, institutional barriers became more visible. This tension maps where participatory design methodology can evolve to address systemic change.
Author/creator
Date
In publication
Volume
34
Issue
3
Pages
222-235
Open access/full-text available
Yes
Peer reviewed
Yes
URL
Grant funding
Grant number
National Science Foundation (Grant #DRL0196211)
Citation
Booker, A., & Goldman, S. (2016). Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families. Cognition and Instruction, 34(3), 222–235. https://doi.org/10.1080/07370008.2016.1179535
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