Furuto, Linda H.L.
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Dr. Linda H.L. Furuto is an Associate Professor of Mathematics Education at the University of Hawai‘i at Mānoa College of Education. Research interests include: quantitative research methodology, mathematics achievement, STEM education, ethnomathematics, and educational access and equity.
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Item Knowledge and Action for Change Toward the 4th Industrial Revolution Through Professional Practice in Ethnomathematics(International Group for the Psychology of Mathematics Education, 2021) Furuto, Linda; Phillips, MichelleItem Ethnomathematics at the University of Hawai‘i at Mānoa, Invited Guests on the National Council of Teachers of Mathematics TODOS Podcast(National Council of Teachers of Mathematics TODOS Podcast, 2021-05-24) Furuto, Linda; Fernandez-Brennan, Phillippe; Nowak, LaurenItem Lessons Learned: Strengths-Based Approaches to Mathematics Education in the Pacific(White Plum Publishing, 2019) Furuto, Linda; Shockey, TodItem The Canoe is the Compass(Duke University Press, 2019) Furuto, Linda; Aikau, Hokulani; Gonzalez, VernadetteItem PBS Hawai‘i Long Story Short Featuring Linda Furuto(PBS Hawai'i, 2016-01-26) Furuto, Lindahttps://video.pbshawaii.org/video/long-story-short-leslie-wilcox-linda-furuto/Item Knowledge and action for change through culture, community and curriculum(Springer, 2018) Furuto, LindaAt the 1984 International Congress on Mathematical Education (ICME-5), Ubiratan D’Ambrosio envisioned the creation of a global society where “mathematics for all” reached an unprecedented dimension as a social endeavor by questioning the equilibrium of mathematics education (1986, p. 6). To respond to the challenge three decades later, I will present a contemporary perspective by re-examining the sociocultural role of mathematics education in the schooling process. I will specifically discuss how knowledge and action for change are achieved through intersections of culture, community and curriculum in an ongoing process of navigating and wayfinding in Hawai‘i and the Pacific. This will be accomplished by developing new theoretical insights into honoring and sustaining non-Western cultural systems and practices through examples in mathematics teacher education. In doing so, I will highlight diverse funds of teaching and learning that are grounded in a shared commitment to equity, empowerment and dignity.Item Lessons learned: Strengths-based approaches to mathematics education in the Pacific(Journal of Mathematics and Culture, 2016) Furuto, LindaThrough strengths-based approaches, this article examines current and future ethnomathematics research in the design and implementation of professional development for educators and teacher educators. The inclusion of indigenous mathematics beginning in Hawai‘i and the Pacific leads to synergistic efforts and collective impact in global indigenous communities. By drawing on our unique strengths, we strive to create spaces and support voices that have and will continue to emerge by honoring culturally responsive, place-based methodologies and strategies. The expertise that exists in our communities, schools, and families is the foundation in the production of knowledge for empowerment to achieve equitable and quality mathematics education.Item Hōkūleʻa worldwide voyage: Island wisdom and global connections in ethnomathematics(2015-10-01) Furuto, LindaHōkūle‘a, our Star of Gladness, began as a vision of reviving the legacy of exploration, courage, reverence, and compassion that brought the first Polynesians to the archipelago of Hawai‘i. The mission of the Worldwide Voyage (2013-2017) is to Mālama Honua, care for Island Earth, by bridging ancient and modern wisdom for a more sustainable world. Hōkūle‘a is a vehicle to explore research, theory, and praxis, including equitable, high quality mathematics education that serves to re-empower diverse populations through experiential, real-world applications.Item Bridging policy and practice with ethnomathematics(Journal of Mathematics and Culture, 2013) Furuto, LindaDefined as the intersection of historical traditions, sociocultural roots, linguistics, and mathematics, ethnomathematics encourages the investigation and adaptation of these concepts within formal and informal environments. Ethnomathematics is a tool to foster an ongoing process of wayfinding by: (1) respecting and celebrating cultural systems and practices in experiential, place-based education, (2) strengthening student engagement pathways through multiple approaches to learning mathematics, and (3) providing a framework for sustainable campus-community networks. The goal is to acknowledge that diverse cultural systems and frameworks have served many cultures well, and to help educators discover multiple pathways that foster student engagement. A strong component is finding relevance in real-world applications through equity in research, pedagogy, and promising practices that honor indigenous wisdom and 21st century learning.Item A study of equity in mathematics education: Lessons from Japan for U.S. teacher preparation(International Journal for Teaching and Learning Mathematics, 2015) Furuto, LindaThis study comes at an opportune moment for Japanese and U.S. educators, policymakers, and researchers given the trends of global policy and equity-based reform. Discussions of academic achievement in both societies allow us to examine accessibility in mathematics education in order to best prepare teachers to serve the needs of students. Quantitative and qualitative analyses were employed to answer the underlying research question, how does privatization affect equity in mathematics achievement as observed in upper-level Japanese elementary schools? The contextual background leads to a discussion on implications for teacher preparation programs in the U.S., where a culture of privatized education has emerged of academic tutoring and test preparation. The increasing public and private sector disparities serve as an urgent call to address issues of equity in both nations.