60.038 - Exploring Different Theoretical Frontiers in Mathematics Education Research: Toward an Empowering Mathematical Experience for All

Session Type: Symposium

Abstract

Providing for a praxis of uncertainty, theoretical traditions and tools that undercover how knowledge, power, and identity are interwoven and constituted in and through socio-cultural and -political discourses characterize the sociopolitical-turn moment in mathematics education research. Researchers who work in the sociopolitical-turn moment pull from a variety of theoretical perspectives and tools most often located in the emancipate and/or deconstruct paradigms of inquiry. In this symposium, with emphases on the possibilities of transforming mathematics teaching and learning into an empowering experience for all, panelists discuss how different theoretical traditions and tools available to researchers in the sociopolitical-turn moment provide new productive ways for researchers, teacher educators, classroom teachers, and policymakers to think and rethink mathematics teaching and learning.

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Education in Mulitcultural Contexts Within and Across Subject Areas

Chairs

• David W. Stinson, Georgia State University

• Erika C. Bullock, The University of Memphis

Papers

• Freirean Critical Theory Within Mathematics Teaching and Learning - Eric Rico Gutstein, University of Illinois at Chicago

• The Sensory Politics of Embodied Mathematics: A Posthumanist Approach to (Dis)ability in Mathematics Classrooms - Elizabeth De Freitas, Manchester Metropolitan University; Nathalie Sinclair, Simon Fraser University

• Racial-Mathematical Experience: Discourse, Ideology, and Practice - Danny B. Martin, University of Illinois at Chicago; Niral Shah, Michigan State University

• Leveraging Feminist Theory to Disrupt Gendered Mathematics Teaching and Learning - Indigo Esmonde, University of Toronto - OISE; Tesha Sengupta Irving, Vanderbilt University - Peabody College

Discussants

• David W. Stinson, Georgia State University

• Erika C. Bullock, The University of Memphis