Teaching Mathematics After COVID: A Conversation not a Discussion

Abstract

Inspired by Brent Davis' conceptualization of listening and conversation in his book Teaching Mathematics: Toward a Sound Alternative, we propose how we as a mathematics education community may move forward by continuing in the conversation that emerged from COVID. We encourage all involved to listen rather than assume a discussion-oriented stance. Using an enactivist lens, we look at the pandemic learning space, give an overview of the education conversa-tion that emerged in Ontario, and offer a way to rethink Mathematics Education within the frame of a conversation. We believe that if mathematics education is to engage learners in a meaningful way, sustaining the progress made in math-ematics education, all stakeholders should embrace the changing context of our network within the environment and interact through listening.