期刊名称：Journal of the Canadian Association for Curriculum Studies
印刷版ISSN：1916-4467
出版年度：2019
卷号：17
期号：1
页码：111-126
出版社：Journal of the Canadian Association for Curriculum Studies
摘要：Places of mathematical learning are not always places of loving kindness. Instead, they are sometimes loci of undetected cultural violence (Galtung, 1969) and associated harm. We explore how Cousin’s (2015) interpretation of love in the context of early years relates to building mathematical resilience across the lifespan. Our interpretation of loving kindness in the context of older learners includes unconditional positive regard (Rogers, 1961) and the explicit building of this into the classroom milieu. Education is understood in this work in a broad sense, not only as a means of acquiring knowledge and skills, but also an arena for making connections and gaining a shared understanding about what it is to be human (Tagore, 1933). One of the tools found helpful in the practice of loving kindness, especially where learners have experienced significant prior harm, is the growth zone model (Lugalia, Johnston-Wilder, & Goodall, 2013), informed by the hand model of the brain (Siegel, 2010) and the relaxation response (Benson, 2000). With unconditional positive regard, and with such tools, learners may be empowered to become less avoidant and more engaged with mathematics. They may also acquire resilience, including coping skills, to on greater challenges, once perceived as dangerous. Loving kindness in mathematics is enabling..
其他摘要：Places of mathematical learning are not always places of loving kindness. Instead, they are sometimes loci of undetected cultural violence (Galtung, 1969) and associated harm. We explore how Cousin’s (2015) interpretation of love in the context of early years relates to building mathematical resilience across the lifespan. Our interpretation of loving kindness in the context of older learners includes unconditional positive regard (Rogers, 1961) and the explicit building of this into the classroom milieu. Education is understood in this work in a broad sense, not only as a means of acquiring knowledge and skills, but also an arena for making connections and gaining a shared understanding about what it is to be human (Tagore, 1933). One of the tools found helpful in the practice of loving kindness, especially where learners have experienced significant prior harm, is the growth zone model (Lugalia, Johnston-Wilder, & Goodall, 2013), informed by the hand model of the brain (Siegel, 2010) and the relaxation response (Benson, 2000). With unconditional positive regard, and with such tools, learners may be empowered to become less avoidant and more engaged with mathematics. They may also acquire resilience, including coping skills, to on greater challenges, once perceived as dangerous. Loving kindness in mathematics is enabling.
关键词：éducation en mathématiques;capacité de résilience;amour bienveillant;regard positif inconditionnel;conditions supposées nécessaires
其他关键词：mathematics education;mathematical resilience;loving kindness;unconditional positive regard;conditions of worth
