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.
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. . Available at: https://scholarship.claremont.edu/jhm/vol13/iss1/9
