A Participatory Turn in Mathematics Education Research: Possibilities and Tensions

• In Event: What and Whose Stories Are Told in Mathematics Education and Toward What Ends?

Abstract

Mathematics education researchers concerned with justice and re-humanizing mathematics education are increasingly calling for research that takes seriously the values, commitments and voices of the communities for which the research is most consequential. Exclusion of and/or superficial engagement with these perspectives and experiences in research and design processes has perpetuated deficit perspectives of minoritized communities, rendering them the “object” of reform efforts. This paper conceptualizes a participatory turn in mathematics education research, offering a set of commitments that guide it and examining the possibilities and tensions of such a turn in the context of mathematics education.

Authors

• Molade Osibodu, York University

• Sunghwan Byun, North Carolina State University

• Carlos A. LopezLeiva, University of New Mexico