[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586007-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586007-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","humanizing-mathematics-through-boundary-crossing-collaboration","HUMANIZING MATHEMATICS THROUGH BOUNDARY CROSSING - COLLABORATION","","Mathematics education faces a persistent challenge: enabling students to view mathematics as a normal human activity. This study examines boundary crossing collaboration between two female educators in informal learning settings, using a boundary crossing learning perspective to analyze how their experiences reshape their views of mathematics and mathematics teaching. The findings outline possibilities for humanizing mathematics by supporting structured boundary crossing between mathematics education and informal education communities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University, Los Angeles  \n[Lzhou18@calstatela.edu](Lzhou18@calstatela.edu)  \nWhat mathematics is and how to teach it are questions that mathematics educators constantly confront. A challenge identified in mathematics education is supporting students to see mathematics as normal human activity. Mathematics educators’ viewpoints of mathematics determine whether they can recognize and exploit learning opportunities for student. This study presents the boundary crossing collaboration between two female educators within informal learning settings. Drawing on a boundary crossing learning perspective, I explored two female educators’ mathematics experiences and interrogated their boundary crossing experiences as sites for humanizing mathematics. Based on this exploration, I address the possibilities for humanizing mathematics by facilitating boundary crossing between mathematics education and informal education.  \nKeywords: boundary crossing, informal mathematics, humanized mathematics  \nIntroduction  \nIn a Journal of Research in Mathematics Education commentary, Stephan et al. (2015) reported a challenge and an opportunity for mathematics education to support the public to understand the role of mathematics in society. To achieve the goal, the mathematics education community needs to receive widespread support to energize the public toward “changing the image of or public perception about mathematics”(p. 139) . Previous studies have recognized that facilitating crossing boundary collaboration between mathematics education and other practices outside mathematics education can stimulate this initiative (e.g., Bakker et al., 2021; Stephan et al., 2015) .  \nThe current study is a boundary crossing between two female educators engaging in a collaborative relationship. Laura (pseudonym), the primary participant in the study, started the first Girls Excelling in Math and Science (GEMS) club for in 1994 and has continued her contribution to informal education to the present. I, a researcher from the mathematics education community, work alongside Laura and collaborate with her to further develop the GEMS program. At first, I doubted that collaboration was related to mathematics or mathematics education. Laura who has taught mathematics activities in informal spaces for more than two decades, always claims,“I am not good at math” and calls me “math person.” As we continued engaging in boundary crossing collaboration, our view of mathematics and mathematics teaching began evolving. This study tends to provide a reference providing opportunities to humanize mathematics through building boundary crossing collaboration between the mathematics education community and communities outside of mathematics education.  \nLiterature Review and Theoretical Framework  \nTwo sets of relevant literature inform the theoretical perspective of this study. First, the literature on humanizing mathematics helps me reconceptualize mathematics and mathematics education. Following that, I describe a boundary crossing perspective which provides an analytic lens to understand Laura’s and my boundary crossing experiences. In particular, four learning mechanisms were unitized to understand different stages of boundary crossing collaboration.  \nLamberg, T., & Moss, D. (2023). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2). University of Nevada, Reno.  \n433  \nArticles published in the Proceedings are copyrighted by the authors.  \nHumanizing Mathematics  \nIn public, mathematics is perceived to be \"difficult, cold, abstract, and in many cultures, largely masculine\" (Ernest, 1996, p.802) . Sam and Ernest (2000) surveyed British 548 adults, including people not indirectly involved in mathematics education and interviewed a sub-sample of 62 adults. They found one’s school learn","cbCaivEVExst8Hl9","https://ap.wps.com/l/cbCaivEVExst8Hl9","pdf",429850,"English","# Introduction\n# Literature Review and Theoretical Framework\n## Humanizing Mathematics","[{\"question\":\"What problem does the study focus on in mathematics education?\",\"answer\":\"It focuses on supporting students to see mathematics as a normal human activity and on how educators can recognize learning opportunities based on their views of mathematics.\"},{\"question\":\"What is the boundary crossing collaboration explored in the study?\",\"answer\":\"It examines collaboration between two female educators within informal learning settings, focusing on how their experiences across boundaries between education contexts humanize mathematics.\"},{\"question\":\"How does the study suggest humanizing mathematics can be achieved?\",\"answer\":\"By facilitating boundary crossing between the mathematics education community and communities outside formal mathematics education, enabling evolving perspectives on teaching and learning.\"}]","HUMANIZING MATHEMATICS THROUGH BOUNDARY CROSSING - COLLABORATION | PDF",1792056600,25]