Interrogating Mathematics Classroom Teaching Practices for the Pursuit of Racial and Intersectional Justice

Session Type: Symposium

Abstract

Critical race spatial analysis (Morrison et al., 2017; Solórzano & Veléz, 2016) looks to enhance studies focused on racial in/justice by integrating a critical spatial component (see Lefebvre, 1996; Soja, 1996; 2010) within the social and historical emphasis of critical race theory (Delgado & Stefencic, 2001). With few exceptions (Bullock, 2017; Hogrebe & Tate, 2017; Rubel et al., 2016), there has not been a strong focus on spatial justice in mathematics education and, in particular, spatial justice in the mathematics classroom. I use Soja’s (1996; 1999) Thirdspace to discuss how a critical race spatial perspective can provide new insight into the mathematics classroom as a racialized space. To exemplify, I provide the testimonios of two third grade Latiné learners from a larger study on the experiences learning mathematics of upper-elementary Latiné learners (see Author, 2020; 2022). Thirdspace challenges the dichotomous nature of the geographical imagination. Firstspace or perceived space is a focus on the materialist aspect or the direct physical characteristics of the space. Regarding the mathematics classroom, this may involve the positioning of manipulatives, teachers’ physical presence in the room, or the instruments of surveillance (e.g., clipcharts; see Brownell & Park, 2022). Secondspace or conceived space is a focus on the “cognitive, conceptual and symbolic worlds” (Soja, 1999, p. 266). For example, mathematics teachers’ ideal learning spaces or learners’ construction of norms for participating in mathematical activity. Finally, thirdspace is the focus on how firstspace and secondspace intersect. Thirdspace or Lived space pushes the geographer to look at both/and instead of the dichotomy of first and secondspace. “Thirdspace as Lived Space is portrayed as multi-sided and contradictory, oppressive and liberating… It is a space of radical openness, a site of resistance and struggle, a space of multiplicitous representations.” (Soja, 1999, p. 276). Thirdspace’s emphasis on the lived experience aligns with critical race spatial perspective forefronting testimonios/counterstories of Learners of Color lives experiencing policies, laws, and regulations of space (e.g., school attendance zones) and their experiential knowledge of racialized spaces to understand racial in/justice. This helps in understanding the overlapping geographies of hope/despair.
To demonstrate, I will share part of the testimonios from Juanita and Antonio, two Latiné third graders at Kemp and Fazil Elementary respectively. For example, Antonio’s testimonio demonstrates his geography of hope as his mathematical knowledge is legitimized and he is pushed by his teachers to go beyond “third grade” mathematics to doing “fourth grade” mathematics. Antonio’s thirdspace in the mathematics classroom is as an open space for him to explore beyond the borders of grade level, but at the same time, he delimits his linguistic repertoire by recognizing English as the language of power (Delpit, 2006) when communicating his mathematical thinking. Therefore, part of his geography of despair are the unsafe spaces where Antonio’s Spanish languaging practices are not welcome or legitimized. He resists, however, by mentally computing his mathematics in Spanish then translating his mathematical thinking when asked to share.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Brittany L. Marshall, Rutgers University

Papers

• Yes, 2 + 2 = 4 Is Cultural! An Exploration of Imperialism and Antiblackness in Mathematics - Brittany L. Marshall, Rutgers University

• A Special Kind of Double: Framing Intersectionally Affirming Relationships Among Black Women Preservice Mathematics Teachers - Micaela Y. Harris, Vanderbilt University

• Exploring Tensions in Preservice Teachers' Noticing of Power and Privilege in Elementary Mathematics Spaces - Naomi Jessup, Georgia State University; Sheniqua Pierce, Georgia State University; Brittany White, Georgia State University

• The Mathematics Classroom's Lived Space: A Critical Race Spatial Analysis of Two Latiné Learners' Testimonio - Carlos Nicolas Gómez Marchant, University of Texas at Austin

• Ordinary Brilliance: Understanding Black Learners' Conceptions of Smartness as Pushing Back Against Antiblackness - Charles Wilkes, San Diego State University

Discussant

• Maxine McKinney de Royston, University of Wisconsin - Madison