850
Views
2
CrossRef citations to date
0
Altmetric
Research Articles

Intersectional feminism to reenvision mathematical literacies & precarity

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon

References

  • Abtahi, Y., Gøtze, P., Steffensen, L., Hauge, K. H., & Barwell, R. (2017). Teaching climate change in mathematics classrooms: An ethical responsibility. Philosophy of Mathematics Education Journal, 32, 1–18.
  • Alrø, H., & Skovsmose, O. (2004). Dialogue and learning in mathematics education: Intention, reflection, critique. Springer.
  • Ball, S. J. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059. https://doi.org/10.1177/1478210316664259
  • Barbosa, J. C. (2006). Mathematical modeling in the classroom: A socio-critical and discursive perspective. ZDM, 38(3), 293–301. https://doi.org/10.1007/BF02652812
  • Barbosa, J. C. (2010). The students’ discussions in the modeling environment. In R. Lesh, et al. (Eds.), Modeling students’ mathematical modeling competencies (pp. 365–372). Springer. https://doi.org/10.1007/978-1-4419-0561-1_31
  • Barwell, R., & Hague, K. (2021). A critical mathematics education for climate change: A post-normal approach. In A. Andersson, & R. Barwell (Eds.), Applying critical mathematics education (pp. 166–184). Brill.
  • Belenky, M., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing. Basic Books.
  • Boaler, J. (1997a). Experiencing school mathematics: Teaching styles, sex and setting. Open University Press.
  • Boaler, J. (1997b). Reclaiming school mathematics: The girls fight back. Gender and Education, 9(3), 285–305. https://doi.org/10.1080/09540259721268
  • Boylan, M. (2009). Engaging with issues of emotionality in mathematics teacher education for social justice. Journal of Mathematics Teacher Education, 12(6), 427–443. https://doi.org/10.1007/s10857-009-9117-0
  • Bright, A. (2016). Education for whom? Word problems as carriers of cultural values. Taboo: Journal of Culture and Education, 15(1), 6–22.
  • Bullock, E. C. (2018). Intersectional analysis in critical mathematics education research: A response to figure hiding. Review of Research in Education, 42(1), 122–145. https://doi.org/10.3102/0091732X18759039
  • Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T. Popkewitz, & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp. 45–65). Routledge.
  • Burton, L. (1995). Moving towards a feminist epistemology of mathematics. Educational Studies in Mathematics, 28(3), 275–291. https://doi.org/10.1007/BF01274177
  • Calabrese Barton, A., & Tan, E. (2019). Designing for rightful presence in STEM: Community ethnography as pedagogy as an equity-oriented design approach. Journal of the Learning Sciences, 28(4-5), 616–658. https://doi.org/10.1080/10508406.2019.1591411
  • Calarco, J. M., Meanwell, E., Anderson, E. M., & Knopf, A. S. (2021). By default: How mothers in different-sex dual-earner couples account for inequalities in pandemic parenting. Socius, 7, 237802312110387. https://doi.org/10.1177/23780231211038783
  • Campbell, J. A., McIntyre, J., & Kucirkova, N. (2021). Gender equality, human development, and PISA results over time. Social Sciences, 10(12), 480. https://doi.org/10.3390/socsci10120480
  • Cherryholmes, C. H. (1988). Rethinking educational discourses-practices. In Power and criticism: Poststructural investigations in education (pp. 1–13). Teachers College Press.
  • Christiansen, I. M. (2006). Mathematical Literacy as a school subject: Failing the progressive vision? Pythagoras, 12(1), 6–13.
  • Cirillo, M., Pelesko, J., Felton-Koestler, M., & Rubel, L. (2016). Perspectives on modeling in school mathematics. In C. R. Hirsch, & A. R. Roth McDuffie (Eds.), Mathematical modeling and modeling mathematics (pp. 3–16). National Council of Teachers of Mathematics.
  • Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32(3), 493–522. https://doi.org/10.2307/1163321
  • Collins, P. H. (1996). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.
  • Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 140, 139–167.
  • D'Ignazio, C., & Klein, L. F. (2020). Data feminism. MIT Press.
  • Damarin, S., & Erchick, D. B. (2010). Toward clarifying the meanings of gender in mathematics education research. Journal for Research in Mathematics Education, 41(4), 310–323. https://doi.org/10.5951/jresematheduc.41.4.0310
  • Damarin, S. K. (1991). Rethinking science and mathematics curriculum and instruction: Feminist perspectives in the computer era. Journal of Education, 173(1), 107–123. https://doi.org/10.1177/002205749117300104
  • Damarin, S. K. (1994). Equity, caring, and beyond: Can feminist ethics inform educational technology? Educational Technology, 34(2), 34–39.
  • Damarin, S. K. (1995). Gender and mathematics from a feminist standpoint. In W. G. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 242–257). Cambridge University Press.
  • de Freitas, E. (2008). Chapter 3: Critical mathematics education: Recognizing the ethical dimension of problem solving. Counterpoints, 326, 47–63.
  • de Freitas, E., & Sinclair, N. (2013). New materialist ontologies in mathematics education: The body in/of mathematics. Educational Studies in Mathematics, 83(3), 453–470. https://doi.org/10.1007/s10649-012-9465-z
  • Doolittle, E. (2018). Off the grid. In S. Gerofsky (Ed.), Contemporary environmental and mathematics education modelling using new geometric approaches (pp. 101–121). Palgrave.
  • Engel, L. C., & Frizzell, M. O. (2015). Competitive comparison and PISA bragging rights: Sub-national uses of the OECD’s PISA in Canada and the USA. Discourse: Studies in the Cultural Politics of Education, 36(5), 665–682. https://doi.org/10.1080/01596306.2015.1017446
  • Esmonde, I. (2011). Snips and snails and puppy dogs’ tails: Genderism and mathematics education. For the Learning of Mathematics, 31(2), 27–31. http://www.jstor.org/stable/41319563
  • Forgasz, H. (2021). Gender: A dilemma for large-scale studies in mathematics education. Mathematics Education Research Journal, 33, 631–640. https://doi.org/10.1007/s13394-020-00353-8
  • Forgasz, H., Leder, G., & Tan, H. (2014). Public views on the gendering of mathematics and related careers: International comparisons. Educational Studies in Mathematics, 87(3), 369–388. https://doi.org/10.1007/s10649-014-9550-6
  • Frankenstein, M. (1983). Critical mathematics education: An application of Paulo Freire’s epistemology. Journal of Education, 165(4), 315–339. https://doi.org/10.1177/002205748316500403
  • Frankenstein, M. (1990). Incorporating race, gender, and class issues into a critical mathematical literacy curriculum. The Journal of Negro Education, 59(3), 336–347. https://doi.org/10.2307/2295568
  • Frankenstein, M. (2009). Real real-life word problems. In L. Verschaffel, B. Greer, W. van Dooren, & S. Mukhopadhyay (Eds.), Words and worlds: Modelling verbal descriptions of situations (pp. 111–130). Sense.
  • Freire, P. (1970). Pedagogy of the oppressed. Continuum.
  • Gardiner, S. M. (2006). A perfect moral storm: Climate change, intergenerational ethics and the problem of moral corruption. Environmental Values, 15(3), 397–413. https://doi.org/10.3197/096327106778226293
  • Gholson, M. L. (2016). Clean corners and Algebra: A critical examination of the constructed invisibility of Black girls and women in mathematics. The Journal of Negro Education, 85(3), 290–301. https://doi.org/10.7709/jnegroeducation.85.3.0290
  • Gilbert, M. R. (1998). “Race,” space, and power: The survival strategies of working poor women. Annals of the Association of American Geographers, 88(4), 595–621. https://doi.org/10.1111/0004-5608.00114
  • Gutiérrez, R. (2012). Context matters: How should we conceptualize equity in mathematics education? In B. Herbel-Eisenmann, J. Choppin, D. Wagner, & D. Pimm (Eds.), Equity in discourse for mathematics education: Theories, practices, and policies (pp. 17–33). Springer.
  • Gutstein, E. (2001). Math, maps, and misrepresentation. Rethinking Schools, 15(3), 6–7.
  • Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Routledge.
  • Gutstein, E. R. (2016). “Our issues, our people—Math as our weapon”: Critical mathematics in a Chicago neighborhood high school. Journal for Research in Mathematics Education, 47(5), 454–504. https://doi.org/10.5951/jresematheduc.47.5.0454
  • Gür, B. S., Celik, Z., & Özoğlu, M. (2012). Policy options for Turkey: A critique of the interpretation and utilization of PISA results in Turkey. Journal of Education Policy, 27(1), 1–21. https://doi.org/10.1080/02680939.2011.595509
  • Hall, J., & Norén, E. (2021). Innovations in “gender issues” research in mathematics education. Mathematics Education Research Journal, 33, 1–5.
  • Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
  • Haraway, D. (1990). Simians, cyborgs, and women: The reinvention of nature. Routledge.
  • Harding, S. (1991). Whose science? Whose knowledge? Thinking from women’s lives. Open University Press.
  • Harding, S. (1992). Rethinking standpoint epistemology: What is “strong objectivity?”. The Centennial Review, 36(3), 437–470.
  • hooks, b. (1984). Feminist theory: From margin to center. South End Press.
  • hooks, b. (2004). The will to change: Men, masculinity, and love. Atria Books.
  • Horn, I., & Garner, B. (2022). Teacher learning of ambitious and equitable mathematics instruction: A sociocultural approach. Routledge.
  • Ikeda, T. (2015). Applying PISA ideas to classroom teaching of mathematical modelling. In K. Stacey, & R. Turner (Eds.), Assessing mathematical literacy (pp. 221–238). Springer.
  • Jacobs, J. (1994). Feminist pedagogy and mathematics. ZDM, 94(1), 12–17.
  • Jacobs, J. E. (2010). Feminist pedagogy and mathematics. In B. Sriraman, & L. English (Eds.), Theories of mathematics education: Advances in mathematics education (pp. 435–446). Springer. https://doi.org/10.1007/978-3-642-00742-2_41.
  • Joseph, N. M. (2021). Black feminist mathematics pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system. Curriculum Inquiry, 51(1), 75–97. https://doi.org/10.1080/03626784.2020.1813002
  • Kaiser, G. (2017). The teaching and learning of mathematical modeling. In J. Cai (Ed.), Compendium for research in mathematics education (Vol. 267, pp. 267–291). National Council of Teachers of Mathematics.
  • Kaiser, G., & Rogers, P. (2005). Equity in mathematics education: Influences of feminism and culture. Routledge.
  • Kanes, C., Morgan, C., & Tsatsaroni, A. (2014). The PISA mathematics regime: Knowledge structures and practices of the self. Educational Studies in Mathematics, 87(2), 145–165. https://doi.org/10.1007/s10649-014-9542-6
  • Kelton, M. L., & Ma, J. Y. (2020). Assembling a torus: Family mobilities in an immersive mathematics exhibition. Cognition and Instruction, 38(3), 318–347. https://doi.org/10.1080/07370008.2020.1725013
  • Kokka, K. (2020). Social justice pedagogy for whom? Developing privileged students’ critical mathematics consciousness. The Urban Review, 52(2), 778–803. https://doi.org/10.1007/s11256-020-00578-8
  • Larnell, G. V., Bullock, E. C., & Jett, C. C. (2016). Rethinking teaching and learning mathematics for social justice from a critical race perspective. Journal of Education, 196(1), 19–29. https://doi.org/10.1177/002205741619600104
  • Lecompte, M. C., & Pablo, B. S. J. (2017). Transport systems and their impact on gender equity. Transportation Research Procedia, 25, 4245–4257. https://doi.org/10.1016/j.trpro.2017.05.230
  • Lerman, S., & Adler, J. (2016). Policy and the standards debate: Mapping changes in assessment in mathematics. Research in Mathematics Education, 18(2), 182–199. https://doi.org/10.1080/14794802.2016.1174620
  • Leyva, L. A. (2017). Unpacking the male superiority myth and masculinization of mathematics at the intersections: A review of research on gender in mathematics education. Journal for Research in Mathematics Education, 48(4), 397–433. https://doi.org/10.5951/jresematheduc.48.4.0397
  • Literat, I. (2013). Participatory mapping with urban youth: The visual elicitation of socio-spatial research data. Learning, Media and Technology, 38(2), 198–216. https://doi.org/10.1080/17439884.2013.782037
  • Lubienski, S. T., Ganley, C. M., Makowski, M. B., Miller, E. K., & Timmer, J. D. (2021). “Bold problem solving”: A new construct for understanding gender differences in mathematics. Journal for Research in Mathematics Education, 52(1), 12–61. https://doi.org/10.5951/jresematheduc-2020-0136
  • Martin, N. (2020). The cyclical crisis of missing and murdered Indigenous women: The headlines will mourn Selena Not Afraid until another case comes along. Then what? The New Republic. Retrieved May 29, 2022, from https://newrepublic.com/article/156263/cyclical-crisis-missing-murdered-indigenous-women
  • Massey, D. (1994). Space, place and gender. Polity Press.
  • McKee, C. (1988). Toward a feminist science and technology. Woman of Power, 11, 4.
  • Meier, M. D., & Diefenbach, H. (2020). The OECD between political and scientific agendas – a critique of the 2015 PISA gender report. Gender and Education, 32(5), 626–645. https://doi.org/10.1080/09540253.2018.1471198
  • Mendick, H. (2005). A beautiful myth? The gendering of being/doing ‘good at maths’. Gender and Education, 17(2), 203–219. https://doi.org/10.1080/0954025042000301465
  • National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.
  • OECD. (2013a). OECD programme for international student assessment 2012: PISA 2012 released mathematics items. https://www.oecd.org/pisa/pisaproducts/pisa2012-2006-rel-items-maths-ENG.pdf
  • OECD. (2013b). PISA 2012 released mathematics items. http://www.oecd.org/pisa/pisaproducts/pisa2012-2006-rel-items-maths-ENG.pdf
  • OECD. (2014). PISA 2012 results in focus: What students know and can do with what they know. http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf
  • OECD. (2017). PISA 2021 mathematics: A broadened perspective. https://one.oecd.org/document/EDU/PISA/GB(2017)17/en/pdf
  • OECD. (2018). PISA 2022 mathematics framework (draft). https://pisa2022-maths.oecd.org/files/PISA%202022%20Mathematics%20Framework%20Draft.pdf
  • OECD. (2022). PISA 2022 mathematics framework. https://pisa2022-maths.oecd.org/ca/index.html
  • Parise, M. M. (2021). Gender, sex, and heteronormativity in high school statistics textbooks. Mathematics Education Research Journal, 33(4), 757–785. https://doi.org/10.1007/s13394-021-00390-x
  • Perez, C. (2019). Invisible women: Data bias in a world designed for men. Abrams Press.
  • Piatek-Jimenez, K., Madison, M., & Przybyla-Kuchek, J. (2014). Equity in mathematics textbooks: A new look at an old issue. Journal of Women and Minorities in Science and Engineering, 20(1), 55–74. https://doi.org/10.1615/JWomenMinorScienEng.2014008175
  • Potter, E., & Alcoff, L. (1993). Feminist epistemologies. Routledge.
  • Prenzel, M., Blum, W., & Klieme, E. (2015). The impact of PISA on mathematics teaching and learning in Germany. In K. Stacey, & R. Turner (Eds.), Assessing mathematical literacy (pp. 221–238). Springer.
  • Rands, K. E. (2009). Considering transgender people in education: A gender-complex approach. Journal of Teacher Education, 60(4), 419–431. https://doi.org/10.1177/0022487109341475
  • Rands, K. E. (2013). Supporting transgender and gender-nonconforming youth through teaching mathematics for social justice. Journal of LGBT Youth, 10(1-2), 106–126. https://doi.org/10.1080/19361653.2012.717813
  • Roberts, J., & Lyons, L. (2020). Examining spontaneous perspective taking and fluid self-to-data relationships in informal open-ended data exploration. Journal of the Learning Sciences, 29(1), 32–56. https://doi.org/10.1080/10508406.2019.1651317
  • Robertson, C., & Gebeloff, R. (2020). How millions of women became the most essential workers in America. The New York Times. https://www.nytimes.com/2020/04/18/us/coronavirus-women-essential-workers.html
  • Rubel, L. H. (2016). Speaking up and speaking out about gender in mathematics. Mathematics Teacher, 109(6), 434–439. https://doi.org/10.5951/mathteacher.109.6.0434
  • Rubel, L. H., Hall-Wieckert, M., & Lim, V. Y. (2017). Making space for place: Mapping tools and practices to teach for spatial justice. Journal of the Learning Sciences, 26(4), 643–687. https://doi.org/10.1080/10508406.2017.1336440
  • Rubel, L. H., Lim, V. Y., Hall-Wieckert, M., & Sullivan, M. (2016). Teaching mathematics for spatial justice: An investigation of the lottery. Cognition and Instruction, 34(1), 1–26. https://doi.org/10.1080/07370008.2015.1118691
  • Rubel, L. H., & McCloskey, A. V. (2021). Contextualization of mathematics: Which and whose world? Educational Studies in Mathematics, 107(2), 383–404. https://doi.org/10.1007/s10649-021-10041-4
  • Rubel, L. H., & Nicol, C. (2020). The power of place: Spatializing critical mathematics education. Mathematical Thinking and Learning, 22(3), 173–194. https://doi.org/10.1080/10986065.2020.1709938
  • Sahni, U., Jain, A., & Chitravanshi, A. (n.d.). What about our boys? Educating boys for gender justice. Retrieved May 29, 2022, from https://www.brookings.edu/wp-content/uploads/2018/08/What-about-our-boys-FINAL.pdf
  • Satyam, V. R. (2016). The importance of surprise in mathematical beauty. Journal of Humanistic Mathematics, 6(1), 196–210. https://doi.org/10.5642/jhummath.201601.12
  • Sjøberg, S. (2015). PISA and global educational governance–A critique of the project, its uses and implications. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 111-127.
  • Skovsmose, O. (1994). Toward a critical philosophy of mathematics education. Kluwer Academic Publishers.
  • Skovsmose, O. (2003). Ghettoising and globalisation: A challenge for mathematics education. Publication No. 39. Centre for Research in Learning Mathematics.
  • Smith-Morris, C. (2020). Addressing the epidemic of missing and murdered Indigenous women and girls. Cultural Survival. Retrieved May 29, 2022, from https://www.culturalsurvival.org/news/addressing-epidemic-missing-murdered-indigenous-women-and-girls
  • Soja, E. (2010). Seeking spatial justice. University of Minnesota Press.
  • United Nations High Commission for Refugees. (2022). COVID-19 and climate crisis worsen inequalities for displaced women and girls [Press release]. https://www.unhcr.org/en-us/news/press/2022/3/622755294/covid-19-climate-crisis-worsen-inequalities-displaced-women-girls.html
  • United Nations Women. (2020). Explainer: How COVID-19 impacts women and girls. https://www.unwomen.org/en/digital-library/multimedia/2020/5/explainer-covid19-impacts-women-girls
  • Valero, P., & Zevenbergen, R. (2004). Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology. Springer.
  • Vithal, R. (2005). Gender justice, human rights and measurement in the mathematics classroom. International Journal of Mathematical Education in Science and Technology, 36(8), 827–841. https://doi.org/10.1080/00207390500084914
  • Vithal, R. (2012). Mathematics education, democracy and development: Exploring connections. Pythagoras, 33(2), 1–14.
  • Walshaw, M. (2010). Unpacking pedagogy: New perspectives for mathematics. Information Age Publishing.
  • Warren, C. A. (2021). About centering possibility in black education. Teachers College Press.
  • Watson, A., & Mason, J. (2007). Surprise and inspiration. Mathematics Teaching Incorporating Micromath, 200, 4–5.
  • Watson, J. (2009). Developing critical numeracy across the curriculum. Numeracy in the News. https://www.tas-education.org/numeracy/critical_numeracy/critical_numeracy.htm#The_Four_Resource_Model_for_Critical_Numeracy
  • Weiland, T. (2017). Problematizing statistical literacy: An intersection of critical and statistical literacies. Educational Studies in Mathematics, 96(1), 33–47. https://doi.org/10.1007/s10649-017-9764-5
  • Wiest, L. R. (2021). Prying open the closet door: A call for research on sexual identity and mathematics education. Mathematics Education Research Journal, 33, 641–650. https://doi.org/10.1007/s13394-021-00397-4
  • Wolfmeyer, M., & Lupinacci, J. (2017). A mathematics education for the environment: Possibilities for interrupting all forms of domination. Philosophy of Mathematics Education Journal, 32, 19. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome32/index.html
  • Zhao, Y. (2020). Two decades of havoc: A synthesis of criticism against PISA. Journal of Educational Change, 21(2), 245–266. https://doi.org/10.1007/s10833-019-09367-x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.