Abstract

Engle and Conant’s productive disciplinary engagement (PDE) framework has significantly advanced the study of learning in mathematics and science. This artilce revisits PDE through the lens of critical education research. Our analysis synthesizes two themes of power: epistemic diversity, and historicity and identity. We argue that these themes, when integrated into PDE, strengthen it as a tool for design and analysis of disciplinary learning in relation to power and personhood, and describe the broadened framework of connective and productive disciplinary engagement (CPDE). By comparing and contrasting the use of PDE and CPDE in relation to two cases of classroom learning—for science, Warren et al.’s metamorphosis and for mathematics, Godfrey and O’Connor’s measurement—we demonstrate how CPDE surfaces issues of history, power, and culture that may otherwise be overlooked by PDE alone. In particular, we analyze how CPDE makes visible unseen identities and generative resources of disciplinary knowing and doing among minoritized students. We discuss how the revised framework redresses epistemic injustice experienced by minoritized learners held to the narrow rubric of western epistemologies and compels close attention to the diversity of human activity in mathematics and science. Further, we elaborate how it provides a structure for teachers, teacher educators, and researchers to design and analyze learning environments as safeguarding the rightful presence of minoritized learners in STEM classrooms and beyond.

摘要

恩格尔和科南特的生产性学科参与（PDE）框架极大地促进了数学和科学学习的研究。本文通过批判教育研究的视角重新审视了PDE。我们的分析综合功率的两个主题：认知的多样性，以及历史性和身份。我们认为，将这些主题整合到PDE中后，可以将其作为设计和分析与权力和人格相关的学科学习的工具加以增强，并描述了结缔性和生产性学科参与（CPDE）的扩展框架。通过将PDE和CPDE的使用与两个课堂学习案例（在科学方面，沃伦等人的变态）进行比较和对比对于数学，戈弗雷和奥康纳（Godfrey and O'Connor）的测量方法，我们证明了CPDE如何解决历史，权力和文化问题，而PDE可能会忽略这些问题。特别是，我们分析了CPDE如何使少数族裔学生可见的看不见的身份以及纪律知识和行为的生成资源。我们讨论修订后的框架如何纠正少数派学习者对西方认识论的狭义认识所遇到的认识论不公正现象，并迫使人们密切关注人类在数学和科学领域的多样性。此外，我们将详细阐述如何为教师，教师教育者和研究人员设计和分析学习环境提供一种结构，以维护少数派学习者在STEM教室及其他地方的合法存在。