Unincorporated

A duoethnography of rehumanizing mathematics from Guåhan and the US Virgin Islands

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15283

Keywords:

rehumanizing mathematics, US territories, math education, duoethnography

Abstract

In this paper, the authors take part in a duoethnographic dialogical and reflective conversation about their experiences in mathematics teaching and learning in two unincorporated United States (US) territories (Guåhan and the US Virgin Islands) and discuss how such differed from experiences since moving to the US mainland. The two authors are in a professional mentor-mentee relationship and currently work at a large research university in the central US. Informed by recent experiences since living in the US mainland, the authors used the edited book, “Rehumanizing Mathematics for Black, Indigenous, and Latinx Students” by Goffney et al. (2018) to ground their reflections and discussion. The Rehumanizing Mathematics conceptual framework was used as a sociopolitical lens to guide their dialogic exchange. As duoethnography was used as the methodological approach to analyze the discussion and reflections, the authors were the focal sites of research. Findings from this duoethnography revealed three themes: (1) a recollection of race, culture, language in mathematics; (2) math classrooms as familial community; and (3) culturally responsive mathematics. The paper concludes with implications of these findings for researcher and practitioner communities.

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Author Biography

  • Richard Carlos L. Velasco, University of Oklahoma

    Dr. Richard Velasco is an assistant professor of mathematics education and teaches undergraduate and graduate courses in the Department of Instructional Leadership and Academic Curriculum at the University of Oklahoma (OU). Prior to his current position at OU, Dr. Velasco worked as a clinical assistant professor at the University of Iowa for two years. Before then, he was a secondary math teacher for twelve years in Guam and Washington state, a national board certified teacher in early adolescent mathematics, and a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching.

    His primary research interests include rehumanizing mathematics education, STEM teacher advocacy, and informal learning spaces. Dr. Velasco’s work has been published in various national and international journals including The Educational Forum, the Electronic Journal for Research in Science and Mathematics Education, and the International Journal of STEM Education. Dr. Velasco earned his B.A. in mathematics from the University of Guam, his M.A.T. in curriculum and instruction from the University of Saint Mary, and his Ph.D. in curriculum and instruction from Texas Tech University.

References

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Published

2023-07-27

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier 1

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Copyright (c) 2023 Richard Carlos L. Velasco, Ashly Powell

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How to Cite

Velasco, R. C. L., & Powell, A. (2023). Unincorporated: A duoethnography of rehumanizing mathematics from Guåhan and the US Virgin Islands. Prometeica - Journal of Philosophy and Science, 27, 189-198. https://doi.org/10.34024/prometeica.2023.27.15283