Journal of Mathematics and Culture Volume 17 number 4

Special Edition: Mathematics Education in Indigenous and Migrational Contexts: Storylines,
Cultures and Strength-based Pedagogies

Editorial

Table of Contents

A Proposal to Consider Positioning as Praxis in Mathematics Education

Beth Herbel-Eisenmann

Ethical Dilemmas When Researching Migration and Children’s Experiences of Mathematics

Fatima Assaf, Richard Barwell, Yasmine Abtahi, Christine Suurtamm, Ruth Kane, Kevin Paquette, Heidi Stokmo

Exploring Race, Children’s Mathematics Learning and Parental Participation:
Counternarratives of African Immigrant Families

Kwesi Yaro

Modelling Culturally Responsive Pedagogy: Studying a Mathematics Teacher
Educator’s Practice

Kathleen Nolan

Mathematics and Ethics: From Interrelational Epistomology to Social and Ecological
Sustainability

Yasmine Abtahi

Mathematics is Like “iron chickpeas”: An Upcoming Researcher’s Reflexive Storylines

Shanthi Pasanha

“Forced to flee” – Mathematical Modelling and Problem-Posing in 7th Grade

Lisa Steffensen, Georgia Kasari

Exploring Sense-Making Processes to Discover Storylines About Becoming a
Mathematics and Science Teacher in Norway

Annika Perlander, Mari Heum Sjøberg

On Becoming a Culturally Responsive Teacher of Mathematics

Kathleen Nolan, Constantinos Xenofontos

Wading Into Murky Territory: Hunting for Storylines at an Academic Conference

Julianne Gerbrandt, Trine Foyn