The Audacity to Dream: What Does Mathematics Education Have to Do With It?

Session Type: Invited Speaker Session

Abstract

We argue that in order for mathematics education research to be consequential now and in the future, we must: 1) listen to and learn from the needs and desires of youth and families of the global majority; 2) center them as living data archives that guide mathematics education research (as opposed to the normative constructions of “literature” and mathematical ways of knowing, being, and doing that have historically been privileged); and 3) collectively conceptualize what it means for mathematics education research to be in solidarity with and answerable to youth, family, and communities in the global majority at this moment and in the future.
In line with this argument, this Session grapples with the following questions:
1. What do youth and families of the global majority, and the lands and waters they steward,
need and desire in the face of pressing sociopolitical issues (e.g. anti-Blackness, gun violence, Indigenous erasure and attacks on tribal sovereignty, transphobia, climate catastrophe, anti-Asian hate, xenophobia, fascism)?
2. How can mathematics education scholars be in solidarity with and answerable to these persons and their dreams?

Sub Unit

• AERA Presidential Session

Chairs

• Maxine McKinney de Royston, University of Wisconsin - Madison

• Melissa Adams Corral, University of Texas - Rio Grande Valley

• Kari Kokka, University of Nevada - Las Vegas

Papers

• Consequential Truths in Community Organizing With Young People - Maisha Moses, The Young People's Project

• Consequential Truths in Frijoles, Fideos, y Conchas - Gabrielle Elizabeth Bernal, University of Michigan

• Consequential Truths in Mathematics Teacher Activism - Jennifer Dao, Nepantla Teachers Community; Jerica Jurado, Nepantla Teachers Community

• Consequential Truths in Healing-Informed Pedagogical Practices - Michelle Cody, Willie L. Brown Jr. Middle School