Math, Mattering, and Justice?

• In Event: Exploring Tensions in Participatory Approaches to Research in Mathematics Education

Abstract

Participatory paradigms frequently emphasize that research should be driven by the experiences and concerns of “communities historically marginalized by dominant practices,” because they “are the only ones who truly understand ... the deleterious and oppressive side of these practices” (Osibodu et al., 2023, pp. 226). In our current project, planned as a five-year collaboration with middle school youth of color and their families to advance racial justice in mathematics education, we have noticed tensions between centering racially marginalized youths’ and parents’ experiences and concerns and maintaining our project’s stated focus on mathematics education. We will explore these tensions in this conference session.

Research Context and Participants

Our project is situated in a large, predominantly white Midwestern middle school we call Washington. Over the 2023-24 academic year (Project Year 2), we met weekly with a group of 7 students who identify as Black (2), Hispanic/Latina (4), and Asian (1). The first author also organized an affinity group for Washington parents of color (of which she is one) that met monthly. Both groups were advertised as focusing on equity in mathematics education. The authors took field notes for all meetings. (Student meetings were also audio recorded.) For the present analysis, we reviewed field notes, examining how each group determined foci for their research and activism.

The Challenge

Both groups briefly took up problems in mathematics education but chose to focus elsewhere. All members of the student group had many complaints about their math classes, and they began interviewing peers about their experiences. However, the group struggled to collectively envision how things could be different. When school policies regarding cell phones, tardiness, and bathroom use abruptly changed midyear, students were eager to shift focus and contest the new policies. Soon after, the policies softened (independent of our work), and we collectively decided to get to the root of the underlying problem: students’ experiences—or lack thereof—of “mattering” at Washington. Mathematics was largely absent in students’ discussions of mattering within our group and in the interviews they conducted with peers.

The first author also introduced questions about mathematics education (specifically, about tracking and teacher assignment) in the parent group. The group politely engaged with these issues but was more energized by issues related to broader school culture. At the end of the year, questions about tracking in mathematics organically resurfaced, leaving the possibility that this group might refocus on mathematics education in the future — or they might not.

Discussion and Significance

Should substantial time — a year or more — for other foci be built into participatory work in mathematics education? Or did we just recruit the “wrong” people? How can scholars of mathematics education who are committed to advancing racial justice best make use of the substantial resources afforded to our field? What can it mean to center the knowledge, goals, and visions of marginalized people and communities, while centering mathematics education? Our session takes up these questions, which are critical for the future of participatory research in mathematics education.

Authors

• Nicole Louie, University of Wisconsin - Madison

• Chundou Her, University of Wisconsin - Madison

• Saron Fenta, University of Wisconsin - Madison