Browsing by Author "Takeuchi, Miwa Aoki"

Now showing 1 - 9 of 9
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    Foreword: Designing for Innovation
    (University of Calgary, 2016-05) Lock, Jennifer; Takeuchi, Miwa Aoki; Babb, Paulino Preciado; Werklund School of Education
    IDEAS 2016, Designing for Innovation, is the fourth annual teaching, learning and research conference co-hosted by the Werklund School of Education and the Galileo Educational Network at the University of Calgary. We have invited presenters from the IDEAS conference to contribute their manuscripts to this peer-reviewed conference proceedings as a way to enhance knowledge mobilization. IDEAS 2016 proceedings is a collection of selected representative works that showcase six key themes: 1) Design Thinking, 2) Higher Education Teaching and Learning, 3) Indigenous Education, 4) Language and Literacy, 5) Leadership, and 6) STEM (Science, Technology, Engineering and Mathematics) Education.
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    IDEAS 2016: Designing for Innovation Selected Proceedings
    (University of Calgary, 2016-05) Takeuchi, Miwa Aoki; Babb, Armando Paulino Preciado; Lock, Jennifer; Werklund School of Education
    IDEAS 2016, Designing for Innovation, is the fourth annual teaching, learning and research conference co-hosted by the Werklund School of Education and the Galileo Educational Network at the University of Calgary. We have invited presenters from the IDEAS conference to contribute their manuscripts to this peer-reviewed conference proceedings as a way to enhance knowledge mobilization. IDEAS 2016 proceedings is a collection of selected representative works that showcase six key themes: 1) Design Thinking, 2) Higher Education Teaching and Learning, 3) Indigenous Education, 4) Language and Literacy, 5) Leadership, and 6) STEM (Science, Technology, Engineering and Mathematics) Education.
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    Images of mathematics learning revealed through students’ experiences of collaboration
    (2016-08) Takeuchi, Miwa Aoki; Towers, Jo; Martin, Lyndon
    This study focuses on students’ images of mathematics learning and their relationships with mathematics. In this paper we consider how students described collaboration in mathematics classrooms, through the examination of students’ autobiographical interviews and drawings. Our analysis revealed that many students considered mathematics learning mainly as an individualized and isolated process and did not perceive peer talk or collective exploration as meaningful. Our cross-analysis with students’ feelings revealed that those who had positive feelings towards mathematics tended to find group work less helpful. Our findings illuminate a perceived gap between teachers’ widespread use of group work as a teaching strategy and students’ understanding and appreciation of the goals of such instruction.
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    Parents' involvement in early years mathematics learning: The case of Japanese immigrant parents
    (2016-11) Takeuchi, Miwa Aoki
    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-structured interviews with Japanese immigrant families in Canada. Findings identified active parental involvement in children’s mathematics learning among this population. At the same time, findings also suggested the invisibility of school mathematics learning for those parents. This study proposes creating boundary objects that can meaningfully bridge homes and schools.
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    Power and identity in immigrant parents’ involvement in early years mathematics learning
    (Springer Netherlands, 2017-08-01) Takeuchi, Miwa Aoki
    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 the concept of appropriation (Wertsch, 1998), the role of power and identity was examined in relation to children’s appropriation of an informal multiplication method that was taught by their parents. An intergenerational analysis, between immigrant parents and their children, revealed heterogeneous perspectives towards appropriation. Immigrant parents in this study framed their involvement in their children’s early years mathematics learning in relation to their positional identities and the pressures to conform to the mainstream practices of their host country. During their early years of schooling, students in this study were already aware of academic tracking in the school and were aware of what was believed to be legitimate in school mathematics learning. The significance of diversifying mathematics curriculum and pedagogy was discussed to affirm the knowledge and identities of immigrant students and families.
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    Reorienting Toward Queerness: Learning with Virtual Reality and Multi-Agent Simulations of Gender and Sexuality
    (2023-07) Paré, Dylan; Shanahan, Marie-Claire; Takeuchi, Miwa Aoki; Nelson, Fiona A.
    In the fields of science, technology, engineering, and mathematics (STEM) and STEM education, the predominant body of technoscientific scholarship is largely cisheteronormative, leaving queer and trans perspectives underrepresented. The new technology designs presented in this dissertation, across virtual reality and multi-agent simulations, offer productive ways to reorient technology design toward queer and trans perspectives while developing public understanding of critical perspectives in gender and sexuality. This manuscript-based dissertation explores the design and research of technologies that aim to reorient computing education from its roots in cisheteronormative ideologies and toward addressing LGBTQ+ marginalization. First, in a critical review of the literature, I highlight the historical cisheteronormativity in computer science, queer and trans theories of computing, queer game studies, the technological regulation of LGBTQ+ bodies and identities, and possibilities for queering computing and computing education. I offer ways forward by proposing queer coding and computing architectures, working in active solidarity with LGBTQ+ people in designing computational artifacts, and foregrounding LGBTQ+ embodiments, epistemologies, and axiologies in designing virtual reality and computational simulations. Next, I investigate how participants engage with a VR experience designed to deepen their understanding of gender and sexuality-based marginalization in STEM learning environments. The findings reveal how participants, in interaction with the VR experience, produced ideological stances and emotional configurations that reoriented them to marginalized perspectives grounded in critical queer and trans perspectives. Finally, I analyze how the design of a multi-agent simulation of gender and sexuality-based marginalization and resilience can support conversations about the complex, emergent nature of marginalization. The findings demonstrate how the simulation supported multi-level, emotional, and embodied sense-making about emergent experiences of harm and support. I also show how Flocking QT Stories is an essential departure from previous work on multi-agent systems by analyzing how stories in the simulation served as scaffolds to help participants make sense of the simulation and encourage personal storytelling to make deeper, personal connections. Across these papers, this dissertation offers insights into how we can design and research queer technologies that foreground queer and trans embodiments, epistemologies, and axiologies and better support learning about gender and sexuality and encourage learners to challenge cisheteronormativity.
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    Students' Experiences of Group Work Revealed Through Mathematics Autobiographies
    (University of Calgary, 2016-05) Takeuchi, Miwa Aoki; Towers, Jo; Werklund School of Education
    Collaboration and collective problem solving have been promoted as essential components of the 21st century skills and can be fostered through group work. Yet we know little about how students are experiencing group work in Canadian mathematics classrooms. Our analysis of Kindergarten to Grade 9 students’ mathematical autobiographies shows that most students perceived group work as a way of offering and/or receiving help for individualized tasks but not necessarily as an opportunity for creative collaboration. Based on our analysis, we discuss the pedagogical implications for designing classrooms that can foster meaningful collaboration.
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    Translanguaging On and With the Land: Anti-coloniality, (Re)connection and Learning with Refugee Learners
    (2023-07) Thraya, Sophia; Takeuchi, Miwa Aoki; El Halwany, Sarah; Hanson, Aubrey
    Non-dominant multilingual learners, particularly those who have experienced forced displacement, are often met by educational environments where deficit discourses, monolingual norms and colonial silencing persist. This work examines how co-learners from refugee backgrounds in a multiyear land-based program, Soil Camp, have co-created spaces to challenge dominant norms, power dynamics and colonial histories. Alongside racialized facilitators, the children co-constructed environments that affirmed their multilingual identities and empowered agency within the teaching and learning spaces—a significant shift away from monolingual norms seen in formal schooling and dominant societal settings. Based on video-based interaction analyses, the findings illustrate the transformative power of translanguaging practices that validate multilingual identities and intergenerational knowledge systems, resulting in the co-creation of new social realities for learning, exhibited in moment-to-moment interactions. This work on earth-centered translanguaging practice seeks to connect to silenced intergenerational and new knowledge beyond named languages while attending to historicity and power, transcending human and more-than-human (MTH) divides. Children provided glimpses of their semiotic repertoires through highlighted child-led moments, which foraged new pathways for embodied representations of community, identity and MTH (re)connection. The result is translanguaging spaces where linguistic fluidity and embodied communicative practices sustain (re)connection on and with the land.
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    What contributes to positive feelings towards mathematics? Examining mathematics autobiographies
    (2016-11) Takeuchi, Miwa Aoki; Towers, Jo; Martin, Lyndon
    In this paper, we present how the participants in our study (post-secondary students) described what contributed to fostering their positive feelings towards mathematics. Drawing from mathematics autobiographies completed by the participants, we present some of the contexts wherein participants described positive feelings toward mathematics. We discuss a) encounters with teacher dispositions and pedagogical practices, b) experiencing the joy of engaging in mathematics, and c) external validation from teachers and parents, and consider whether each of these contexts sustained participants’ positive feelings towards mathematics.