Which Measures Count for the Public Interest?
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ISSN: 1492-6156 (Print) 1942-4051 (Online) Journal homepage: http://www.tandfonline.com/loi/ucjs20
Which Measures Count for the Public Interest? Marilyn Frankenstein To cite this article: Marilyn Frankenstein (2015) Which Measures Count for the Public Interest?, Canadian Journal of Science, Mathematics and Technology Education, 15:3, 289-314, DOI: 10.1080/14926156.2015.1070932 To link to this article: http://dx.doi.org/10.1080/14926156.2015.1070932
Published online: 11 Sep 2015.
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Date: 19 April 2016, At: 04:56
CANADIAN JOURNAL OF SCIENCE, MATHEMATICS AND TECHNOLOGY EDUCATION, 15(3), 289–314, 2015 C OISE Copyright ISSN: 1492-6156 print / 1942-4051 online DOI: 10.1080/14926156.2015.1070932
Which Measures Count for the Public Interest? Marilyn Frankenstein
Downloaded by [Florida Atlantic University] at 04:56 19 April 2016
CPCS Foundation, College of Public and Community Service, University of Massachusetts Boston, Boston, Massachusetts
Abstract: The “measure” of this article is a bit different from most—there are almost as many words in the notes as in the body of the text. Notes are a significant part of my writing, both in terms of recognizing the connections and complexities among issues, trying to capture the richness of interdisciplinary teaching, and in terms of strengthening our struggles by (when relevant) referring to each other’s work so that our individual work becomes understood as part of collective work to move mathematics education in the direction of the public interest. A quote I love that I often start my talks with, after saying how I talk in parentheses, although eventually closing most of them, is from a Hmong saying that translates “to speak of all kinds of things.” It is often used at the beginning of an oral narrative as a way of reminding listeners that the world is full of things that may not seem to be connected but actually are; that no event occurs in isolation; that you can miss a lot by sticking to the point; and that the storyteller is likely to be rather long-winded (Fadiman, 1998, pp. 12–13). Teaching in an interdisciplinary way means that there are a lot of endnotes and a lot of parentheses, not all of which get closed—that is how to do this kind of teaching, without having to know everything and without needing a zillion years to research and teach one lesson. R´esum´e: Les « proportions » de cet article sont quelque peu diff´erentes par rapport a` la majorit´e, car les notes finales sont presque aussi longues que le corps du texte lui-mˆeme. Les notes finales, en tant que notes finales, forment une partie importante de mes e´ crits, car elles servent a` reconnaˆıtre la complexit´e des questions et les liens qui existent entre elles, a` tenter de capter la richesse de l’enseignement interdisciplinaire et
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