NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED658353
Record Type: Non-Journal
Publication Date: 2023
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Epistemic Rekeying: Epistemic Tensions across Disciplines as Opportunities for Artistic Response
Corey Brady; Lauren Vogelstein
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023)
There are strong motivations to implement integrated STEAM activities that engage with key ideas in mathematics. In integrating mathematics with other STEM disciplines, however, epistemic tensions can emerge. Rather than attempting to suppress, avoid, or adjudicate these tensions, we propose a strategy of "epistemic rekeying," in which epistemic tensions are offered as provocations for students to create playful and artistic responses. This approach takes epistemic tensions seriously and makes them accessible to young learners. We give the rationale for this approach and describe settings where students' creativity suggested its potential to us. [For the complete proceedings, see ED658295.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A