Answers are grounded in this paper and cite their sources.
Qualitative research partnership reveals that engaging with mind-body-spirit enhances learning in mathematics, suggesting new approaches to teaching.
Mathematics education has historically privileged access to knowledge through the mind, which often comes at the expense of other ways of knowing. We draw on mind-body-spirit frameworks to make explicit mind-body-spirit across teaching and learning spaces. We draw on data from a multi-site, multi-year research-practice partnership between middle and secondary mathematics teachers, community members, and university researchers to develop a mathematics teacher noticing-for-equity framework. Our qualitative approach reveals that engaging in mind-body-spirit sensing—as a way of knowing that attends perception, felt presence, and interiority—offers opportunities to: 1) expand and theorize teacher noticing, 2) embrace the present moment and recognize noticing as a relational, integrated act, and 3) underscore the inseparable relation between the body, history, and relations of power.
No takes yet. Share an insight, caveat, or question.
Mendoza et al. (2025) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: