In this paper, I respond to and expand on Civil’s plenary address (this volume), in which she articulates key themes related to funds-of-knowledge orientations to mathematics education. I review the themes selected by Civil: funds of knowledge, participation, and valorization of knowledge, and provide additional analysis. Next, I accentuate the often absent but inherent political dimensions of work in mathematics education that emphasizes the cultural, as well as the often absent but inherent cultural dimensions of work in mathematics education that emphasizes the political. Finally, I contribute additional perspectives to future directions for the research community around equity in mathematics education.
|Title of host publication
|Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
|T.E. Hodges, G. J. Roy, A. M. Tyminski
|Place of Publication
|Number of pages
|Published - 8 Nov 2018