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PME-NA 2013
Chicago, IL
A Response to Dr. Na’ilah Suad Nasir’s Plenary Address –
Why Should Mathematics Educators Care About Race and Culture?
David W. Stinson
Georgia State University
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Mathematics as Gatekeeper: Power and Privilege in the Production
of Knowledge
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“Both And”—Equity and Mathematics: A Response to Martin,
Gholson, and Leonard
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Danny B. Martin, Maisie L. Gholson – University of Illinois at Chicago
Jacqueline Leonard – University of Colorado Denver
Jere Confrey – North Carolina State University
Engaging Students in Meaningful Mathematics Learning: Different
Perspectives, Complementary Goals
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Michael T. Battista – The Ohio State University
Vol. 3, No. 2 Fall/Winter Issue 2010
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Instructional Triangle
Instruction, Capacity, and Improvement
Consortium for Policy Research in Education, 1999, p. 3
D. K. Cohen and D. L. Ball
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Instructional Triangle
SOURCE: Adapted from Cohen and Ball, 1999, 2000, in press.
Adding It Up: Helping Children Learn Mathematics
National Research Council, 2002, p. 314
Editors: J. Kilpatrick, J. Swafford, and B. Findell
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Expanding, Elaborating, and
Rethinking the Instructional Triangle…

Nipper, K., & Sztajn, P. (2008). Expanding the instructional
triangle: Conceptualizing mathematics teacher development.
Journal of Mathematics Teacher Education, 11, 333–341.
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Herbst, P., & Chazan, D. (2012). On the instructional triangle and
sources of justification for action in mathematics teaching.
Retrieved from http://deepblue.lib.umich.edu/handle/2027.42/91281.
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Stinson, D. W., & Bullock, E. C. (2012). Transitioning into
contemporary theory: Critical postmodern theory in
mathematics education research. In L. R. Van Zoest, J. J. Lo, & J. L.
Kratky (Eds.), Proceedings of the 34th annual meeting of the North
American Chapter of the International Group for the Psychology of
Mathematics Education (pp. 1163–1169). Kalamazoo, MI: Western
Michigan University.
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Instructional Triangle
“Inequity
in Mathematics Education: Questions for Educators”
The Mathematics Educator, 2002, p. 35
J. Weissglass
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Learning Pathways: A Conceptual Tool
for Understanding Culture and Learning
Na’ilah Suad Nasir, University of California Berkeley
Brigid Barron, Stanford University
Roy Pea, Stanford University
Shelly Goldman, Stanford University
Reed Stevens, Northwestern University
Phil Bell, University of Washington, Seattle
Maxine McKinney de Royston, University of California, Berkeley
The LIFE (Learning in Formal and Informal Environments) Center is an NSF-funded Science
Learning Center, which conducts research on the social foundations of learning.
“Conceptualizing learning as occurring along culturally
organized learning pathways—the sequences of consequential
participations and transitions (Beach, 1999) in learning
activities that move one toward greater social recognition as
competent in particular learning domains and situations” (p. 2)
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Four Key Characteristics of
Learning Pathways…
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“Characteristic 1: Learning pathways are taken up in relation to
identities, and have a relational, affective, and motivational
component”
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“Characteristic 2: Learning pathways are socially constructed by
self and others, and they build up over multiple instances”
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“Characteristic 3: Learning pathways are made up of related
sets of practices and routines, which over time support
repertoires of practices, often organized with one or more goals
in mind”
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“Characteristic 4: Learning pathways include enactments of
privilege and marginalization that occur in relation to structural
constraints and supports from families and institutions”
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Instructional Triangle
&
Learning Pathways
Learning pathways are taken up in relation to identities, and have a
relational, affective, and motivational component
Learning pathways are socially constructed by self and others, and
they build up over multiple instances
Learning pathways are made up of related sets of practices and
routines, which over time support repertoires of practices, often
organized with one or more goal in mind
Learning pathways include enactments of privilege and
marginalization that occur in relation to structural constraints and
supports from families and institutions
+
Instructional Triangle
&
Learning Pathways
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What are some of the questions
on race, ethnicity, culture,
language, diversity, and equity
that we might ask ourselves
and one another as we engage
as a community in the next few
days…
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