Miwa Aoki Takeuchi

Miwa Aoki Takeuchi
The University of Calgary | HBI

PhD (University of Toronto, Ontario Institute for Studies in Education)
More about my work: https://miwatakeuchi.com/

About

41
Publications
11,247
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298
Citations

Publications

Publications (41)
Chapter
Full-text available
In the context of public discourse, STEM education is often coupled with its utilitarian value for economic growth and productivity. Under such discourse, learners are reduced at best to human capital, focusing on the production of economic value. Sen (World Development 25(12), 1959–1961, 1997) contrasted human capital with what he termed as human...
Article
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Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early...
Article
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This study critically examines how the geopolitical configuration of identities, through the medium of the institutionalized label of “English language learners,” can shape and constrain localized experiences for learners. An ethnographic video study was conducted in the context of a mathematics unit (“the transforming recess unit”) wherein learner...
Article
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Background: We situate the mobilization of mathematical literacy as a tool to see and redress social and historical dilemmas (Engeström, 2014; Gutiérrez, 2016) rooted in the geo-economic politics of race, gender, and class. Methods: Using collaborative ethnography, we describe how mathematical literacy was mobilized by an activist collective that...
Chapter
Full-text available
From the era of European empire to the global trades escalated after the World Wars, technological advancement, one of the key underlying conditions of globalization, has been closely linked with the production and reproduction of the colonizer/colonized. The rhetoric of modernity characterized by “salvation,” “rationality,” “development,” and natu...
Article
In this article, we discuss embodied mathematical practices in the context of learners’ board game (re)design activities. By focusing on redesigning a board game as a pedagogical approach, rather than designing one from scratch, we intended to limit the vast creative design possibilities and engage learners more deeply with the discipline of mathem...
Article
Full-text available: https://authors.elsevier.com/a/1cIEl2cWY-jrV5 This article depicts the disciplinary values and identities that students (re)construct in the realm of school mathematics. Video-based interactional analysis and video-mediated interviews were conducted in the context of group work in a school with a high percentage of immigrant s...
Conference Paper
This symposium advances the discussion on transdisciplinarity as a key theoretical construct to disrupt hegemonic disciplinary silos in the learning sciences and to open up equitable and inclusive disciplinary practices that make visible the silenced voices and hidden histories. This symposium is a collection of five papers connected to the central...
Conference Paper
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Conference Paper
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This poster demonstrates the value of visual representation as a vehicle for counter-storytelling which offers space to challenge dominant, deficit narratives and centralizes the historically marginalized voices (Solórzano & Yosso, 2002). We discuss the use of graphic design and comic strips as a visual counter-storytelling to open up the conversat...
Presentation
Recent scholarships in the learning sciences closely attends to power and identity in relation to learning and design (e.g., Bang & Vossoughi, 2016; Gutiérrez & Jurow, 2016; Vakil, McKinney de Royston, Nasir, & Kirshner, 2016). In this context, we propose visual counter-storytelling as a tool to envisage equitable design for learning in linguistica...
Article
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Children can develop a variety of mathematical concepts, as well as a positive relationship with mathematics, through playing and redesigning board games. In this article, the authors introduce the process of integrating board game play and redesign into the early mathematics classroom. Presenting cases from a diverse school, they highlight learnin...
Poster
This poster examines the value of visual representation as a vehicle for counter-storytelling based on an ethnographic study. Counter-storytelling informed by critical race theory offers space to challenge dominant, deficit narratives (Solórzano & Yosso, 2002). We chose the medium of graphic design and comic strips to demonstrate visual form of cou...
Article
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Focusing on the context of linguistically and racially heterogeneous Canadian schools, this article describes the “figured worlds” as discussed by Holland, Skinner, Lachicotte Jr, & Cain (1998, p. 52) of group work: the stories, characters, and roles that students envisioned in the setting of group work. The study was conducted in linguistically an...
Article
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While there is much written on students’ emotions in learning mathematics, as yet, few studies have investigated students’ experiences in the early grades (age: 4–9). Our research examining young students’ mathematics autobiographies – first-hand accounts of the experience of learning mathematics – provides insight into how students’ images of math...
Article
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Peer collaboration in schools can be a locus for negotiation of power and cultural norms. Set in the context of ethnically and linguistically diverse urban schools, this study discusses the possibilities and limitations of utilizing video-mediated interviews to reveal multiple voices. Our research method is based on video-recorded peer-to-peer inte...
Article
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This study examined immigrant parents’ involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and...
Chapter
Full-text available
In this chapter, I highlight mathematical funds of knowledge unique to transnational families, by introducing a study conducted in an urban area of Japan, which is becoming linguistically and ethnically diverse. This chapter builds on sociocultural theory and the perspective of funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992), while paying...
Chapter
In this chapter, we draw on Canadian Kindergarten to Grade 9 students’ autobiographical accounts of learning mathematics in schools and their drawings of their feelings about doing mathematics in order to explore students’ relationships with mathematics and the emotions associated with doing mathematics. Drawing on enactivist thought, we offer insi...
Conference Paper
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A meaningful collaboration between schools and homes can enhance students' opportunities to learn mathematics. The goal of this study is to understand how parents experience their involvement in children's mathematics learning and how they describe their relationships with schools and teachers. This study utilizes the data collected from semi-struc...
Article
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While there have been numerous initiatives to promote and recruit students into postsecondary studies in science, technology, engineering and mathematics (STEM) around the world, traditional programs of studies for both K to 12 school and teacher education still lack an integrative approach to these disciplines. Addressing this concern, the Werklun...
Article
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Family language practice can be significantly influenced by social, historical, and political contexts, especially in immigrant households where a society's minority languages are used. Set in a large city in Japan, this study examines how institutional power can affect Filipino mothers' language use at home. Drawing from the cultural historical ac...
Article
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This ethnographic study examined students’ opportunities to learn in linguistically diverse mathematics classrooms in a Canadian elementary school. I specifically examined the contextual change of group work, which influenced the opportunities to learn for newly arrived English language learners (ELLs). Based on analyses of video-recorded interacti...
Article
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Early years mathematics experiences have been shown to be a significant predictor for students' school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with mathema...
Article
A teacher in an urban school designed culturally and linguistically relevant lessons on measurement by utilizing students’ timelines on evening activities. The lessons opened up multilayered learning. Students learned about measurement, language and also about their classmates. The lessons also facilitated English language learners’ participation i...
Article
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Guided by sociocultural theory and the theory of multiliteracies, learning is perceived as a shifting participation in practices, which is mediated by multiple physical and symbolic tools. Drawing on the situated multiliteracies approach, which integrates these two theories, the purpose of this ethnographic research is to examine the participation...
Article
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This study examines teacher learning from the perspective of cultural–historical activity theory, which emphasizes the creation of new environments and new artefacts. This study focuses on elementary school teachers' learning over the course of professional development (PD) sessions for equitable mathematics teaching. Within the PD, the teachers cr...
Article
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This article focuses on the role of history in shaping learning interactions in a high school mathematics class, in which we argue that students participate in two key activity systems: Learning mathematics and doing school. Within the context of these two activity systems, we highlight the nature of sociogenesis, the patterns of shift in communiti...
Article
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In this paper, I discuss the significance of classroom organization in English Language Learners' (ELLs) opportunities to participate in mathematics classrooms through a review of relevant contemporary literature. In particular, I will focus on the following areas of classroom organization: language organization, instructional organization, and dis...
Article
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In this policy research note, the author examines how Ontario curriculum documents for English language learners (ELLs) address information and communication technology (ICT). Upon analysis, three characteristics were identified, as follows: the superiority of standardized English, technology as an ambiguous tool, and under-representation of studen...
Article
In this paper, we shed light on the dynamic nature of ‘diversity’ in higher education from the perspectives of four Japanese women graduate students seeking possibilities through different ways of knowing. Using an autoethnographical methodology embedded in a dialogue format of zadankai, we examine the stereotypes of Japanese women that are activat...

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Projects

Projects (4)
Project
This project focuses on students designing or redesigning tabletop games for their own learning. In this research, we co-create learning designs with teachers to support students' construction their own knowledge and skills through game design projects. We explore how students' evolving game design contribute to their understanding of relevant disciplines and game design literacies, and how the classroom culture (e.g., role of the teacher, peer evaluation) develops and changes over time.
Project
How can we design pedagogy to facilitate mathematics learning by paying attention to the role of language and students' identities? Toward this goal, I have been conducting video-based ethnographic studies in urban mathematics classrooms.
Project
The goal of this study was to propose the social design to bridge in- and out-of-school mathematics learning for linguistic minority students. Both in Japan and in Canada, immigrant parents’ involvement in early years mathematics learning was examined and workshops were designed for families to reflect on and share their mathematical funds of knowledge.