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Interrogating Innate Intelligence Racial Narratives: Students' Construction of Counter-Stories within the History of Mathematics

Artigo2022

Daniel L. Reinholz

Metadados apenas Página oficial: Interrogating Innate Intelligence Racial Narratives: Students' Construction of Counter-Stories within the History of Mathematics (abre em nova aba)

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Resumo

This paper utilizes poststructural theory to analyze student artifacts that were collected from a history of mathematics course. The course was designed to counter three types of mathematical narratives, relating to: 1) race, 2) intelligence, and 3) innateness. To address these narratives, the course highlighted the contributions of communities of color and other minoritized populations in the historical development of mathematics. It also explicitly challenged dominant constructions of mathematical history and problematized their use to further the power and privilege of particular groups. Analyses of student artifacts showed that this course provided space for students to defy innate intelligence racial narratives and strengthen their own counter-stories.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Research in Undergraduate Mathematics Education
Ano
2022
Idioma
en
Palavras-chave
Intelligence; Mathematics Education; Educational History; Racial Bias; Race; Minority Groups; Discourse Analysis
Temas
História da Matemática
ISSN
2198-9745
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
REINHOLZ, Daniel L.. Interrogating Innate Intelligence Racial Narratives: Students' Construction of Counter-Stories within the History of Mathematics. International Journal of Research in Undergraduate Mathematics Education, 2022. Disponível em: http://dx.doi.org/10.1007/s40753-021-00145-w. Acesso em: 5 nov. 2026.

APA

Reinholz, D. L. (2022). Interrogating Innate Intelligence Racial Narratives: Students' Construction of Counter-Stories within the History of Mathematics. International Journal of Research in Undergraduate Mathematics Education. http://dx.doi.org/10.1007/s40753-021-00145-w

BibTeX
@article{reinholz2022,
  author = {Reinholz, Daniel L.},
  title = {Interrogating Innate Intelligence Racial Narratives: Students' Construction of Counter-Stories within the History of Mathematics},
  year = {2022},
  journal = {International Journal of Research in Undergraduate Mathematics Education},
  url = {http://dx.doi.org/10.1007/s40753-021-00145-w},
  language = {en}
}
RIS
TY  - JOUR
AU  - Reinholz, Daniel L.
TI  - Interrogating Innate Intelligence Racial Narratives: Students' Construction of Counter-Stories within the History of Mathematics
PY  - 2022
JO  - International Journal of Research in Undergraduate Mathematics Education
UR  - http://dx.doi.org/10.1007/s40753-021-00145-w
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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