Possibilities for Symbolic Power in Mathematics: Necessitating a Critical Awareness of Dehumanizing Quantification

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Abstract

In this paper, we problematize the symbolic power in the quantification of humans and their lived experiences, the purpose being for us--as citizens, researchers, and educators--to be and become conscious of the notion that quantification is not innate and that we should use it with intent and care. Drawing from several examples in which numbers act as dehumanizing gestures, we illustrate the symbolic power that quantification has in everyday language-in-use. Though quantification has its uses, we argue that there is a gesture inherent in spontaneous quantification, especially when the objects of such quantification are humans. Thus we believe that a remaining of quantification in the mathematics curriculum provides possibilities of social justice inclusion particularly in public education.

Authors

• Samuel Luke Tunstall, Michigan State University

• Christopher Dubbs, Michigan State University

• Molade Osibodu, Michigan State University