Traditional Mathematics Logics: How White Supremacy Is Perpetrated in Mathematical Spaces (Poster 23): SIG-Research in Mathematics Education, 12:05 PM

• In Event: e-Lightening Ed-Talk Session 17

Abstract

We present a framework for mathematics logics, the disciplinary assumptions, norms, and values that shape how we view and engage in mathematics education. The framework provides a way to understand traditional logics within mathematics, which we break up into three categories: mathematics discipline, mathematics ability, and learning mathematics. Specifically, we show how these logics oppress students from historically marginalized groups in mathematics education. For example, seeing mathematics as ‘pure’ places the discipline outside of human activity and, therefore, preserves neutrality and objectivity. This logic serves to maintain the status quo, perpetuating exclusionary power structures and white supremacy. The paper also discusses alternative logics that disrupt these structures.

Authors

• Brittany L. Marshall, San Diego State University

• Dan Battey, Rutgers University