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Title
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Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families
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Abstract/Description
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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.
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Date
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2016
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In publication
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Cognition and Instruction
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Volume
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34
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Issue
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3
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Pages
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222-235
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Open access/full-text available
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en
Yes
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Peer reviewed
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en
Yes
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Grant number
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National Science Foundation (Grant #DRL0196211)
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Citation
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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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