Framing Geometric Representations and Practices in Culturally Diverse Settings

One way to better understand the complexities of classroom practices in diverse contextual, cultural, and political contexts is to position mathematics education as a practice. Mathematics education practice differs across classrooms within a school but is likely more diverse across countries and continents. This plenary panel is initially framed within a theoretical stance that acknowledges that practice is informed by the social–political (relatings), cultural-discursive (sayings), and material economic (doings) conditions of practice both from within the school community and across the broader professional context. These arrangements of practice (relatings, sayings and doings) are a mechanism for understanding how educational practices take place and are influenced by policies, the discourse of school communities, and the economic conditions of place and work (Practice Architectures, Kemmis, 2019; Kemmis & Grootenboer, 2008).