Abstracts Mathematics

Funds of Knowledge in Carceral Secondary Mathematics Learning

by Tatiana Virginia Harrison Unknown

This practitioner inquiry explored the perceptions and applications of students' funds of knowledge (FoK) by carceral mathematics educators in a California alternative education program. Carceral classrooms have not benefited from the application of the FoK approach, which incorporates students' home and community learning into classroom learning. This research aimed to open the door to FoK applications for carceral practitioners, bringing together nine colleagues, including myself, fellow teachers, and other staff, into a community of practice that met over the course of an academic semester. Data collection was done through transcriptions of meetings and three interviews with each participant. The three research questions were: (a) How do carceral mathematics educators perceive learners' FoK and their relevance to math instruction?; (b)What range of pedagogical principles and practices, including the attention to language in the classroom, do carceral mathematics educators report using to tap into learners' FoK?; and (c) How do carceral mathematics educators' views and expectations of the incorporation of learners' FoK reflect their teaching background and contexts? Findings uncovered the perception of potential in this approach and perceptions of inherently and prohibitively high levels of institutional and emotional liability in applying FoK pedagogy. Implications included a substantial need to engage in youth participatory action research (YPAR) and other PAR to strengthen supports for this approach in carceral classrooms. In this way, carceral students—who are often far behind in their studies—can enhance their learning with an engaging approach that scaffolds school learning off students' out-of-school education. https://doi.org/10.46569/20.500.12680/z890s1157