Abstract / Synopsis
Inspired by Brent Davis' conceptualization of listening and conversation in his book Teaching Mathematics: Toward a Sound Alternative, we propose how we as a mathematics education community may move forward by continuing in the conversation that emerged from COVID. We encourage all involved to listen rather than assume a discussion-oriented stance. Using an enactivist lens, we look at the pandemic learning space, give an overview of the education conversation that emerged in Ontario, and offer a way to rethink Mathematics Education within the frame of a conversation. We believe that if mathematics education is to engage learners in a meaningful way, sustaining the progress made in mathematics education, all stakeholders should embrace the changing context of our network within the environment and interact through listening.
DOI
10.5642/jhummath.KOGV7900
Recommended Citation
Wendy A. Forbes & Joyce Mgombelo, "Teaching Mathematics After COVID: A Conversation not a Discussion," Journal of Humanistic Mathematics, Volume 13 Issue 1 (January 2023), pages 131-138. DOI: 10.5642/jhummath.KOGV7900. Available at: https://scholarship.claremont.edu/jhm/vol13/iss1/9
