21.019 - Queer Disruptions With/in Mathematical Identity: Postintersectionality and Mathematics Education

Session Type: Working Group Roundtable

Abstract

This session brings together scholars to discuss projects that use queer lenses to disrupt traditional notions of mathematical identities. The session addresses what it means to identify as a mathematical thinker and as queer, how mathematics is a queer practice, how we can challenge normativities and disrupt binary operations, and anticipated implications for teaching and teacher education. After brief presentations of each participant’s project, the chair will facilitate a discussion delving deeper into these issues.

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry and Transformations

Chair

• James R. Sheldon, The University of Arizona

Papers

• Navigating and Supporting Queer Identity in STEM Space - Matthew K Voigt, San Diego State University

• Queering Mathematics: Disrupting Binary Oppositions in Mathematics Education - Cathery Yeh, Chapman University; Laurie Rubel, Brooklyn College - CUNY

• Queer Time Math Time - Peter M. Appelbaum, Arcadia University

• Identity Is More Than Just Mathematical: Queering/Cripping/Neuroqueering Mathematics Teacher Identity - James R. Sheldon, The University of Arizona

• A Queer Disability Studies Reading of the Life of John Nash - Kai Rands, Independent Scholar