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Queering Evaluation: Understanding and Sensibility
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| Presenter(s):
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| Francis Broadway,
University of Akron,
fsb@uakron.edu
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| Abstract:
By queering the evaluation mantra of what do students know and are able to do, understanding and sensibilities serve as critiques of evaluation. For Wiggins and McTighe (2005), understanding is not limited to explanation (knowledge), interpretation, and application, but also having a perspective, empathizing, and having self-knowledge. Sensibility, a construct that makes the invisible visible and gives voice to non-dominate students by reclaiming curriculum and pedagogy and being more inclusive of the individual who is a philosophical, emotional, historical, social, political, and sexual being, permits understanding to be evaluated. If sensibilities, as personal transactions, creations and stories, are realities that the observer forms through transactions with the world in which the observer is, and understandings are “getting below the surface or achieving greater nuance and discrimination in judgment…insight and wisdom (p.41), then sensibilities make possible not only the evaluation of understanding, but enables curriculum and pedagogy to resurface in schools.
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Self-identified Gay Youth; What is Happening to Them in the Mathematics Classroom
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| Presenter(s):
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| David Fischer,
University of Minnesota,
fisch413@umn.edu
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| Abstract:
In this paper the connection between what happens to gay youth when they self-identify and the path they take in the mathematics classroom is explored. This discussion of the abstract will explore the history of gay youth in the mathematics classroom as indicated in the literature and the implications of that history, or the lack of history, to this proposed research project. The methodology and instruments to be used will be discussed in this important paper session. Also to be discussed will be the reasoning and justification for expanding research of the mathematics classroom to be inclusive of self-identified gay youth.
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