Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families

Item

Title: Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families
Abstract/Description: 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.
Author/creator: Booker, Angela; Goldman, Shelley
Date: 2016
In publication: Cognition and Instruction
Volume: 34
Issue: 3
Pages: 222-235
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Methodological
Open access/full-text available: en Yes
Peer reviewed: en Yes
DOI: 10.1080/07370008.2016.1179535
URL: Publisher Webpage; Open Access Preprint (via UC San Diego eScholarship); Open Access PDF (via UC San Diego eScholarship); ERIC Webpage (#EJ1103147)
Grant funding: National Science Foundation (NSF)
Grant number: National Science Foundation (Grant #DRL0196211)
Citation: 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
Cited in: Critical Perspectives on the Contexts of Improvement Research in Education; Solidarity-Driven Codesign: Evolving Methodologies for Expanding Engagement with Familial & Community Expertise; Critical Perspectives on Educational Innovation and Improvement Science

Item sets: Open Access Resource (IRE); Oxford Bibliography: The Policy Context of United States Educational Innovation and Improvement; Handbook Chapter 11 Citations; Handbook Chapter 16 Citations; OB Citations - Critical Perspectives on Educational Innovation and Improvement Science

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