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ERIC Number: EJ1103147
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0737-0008
Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families
Booker, Angela; Goldman, Shelley
Cognition and Instruction, v34 n3 p222-235 2016
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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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0196211