Conceptualizing Political Knowledges Needed to Teach Inclusive Mathematics: Theorizing through Counterstories
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Resumo
How do teachers develop and use political knowledge to create equitable and inclusive conditions for and with disabled students, particularly disabled students of color? In this essay, we build on concepts of political teacher knowledge in mathematics education, critical inclusive mathematics education and disability studies to explore teacher knowledges that support disabled students' mathematical learning. We focus on four aspects of political knowledge for teaching mathematics: (1) knowledge as relational and unfolding over time, (2) understanding and negotiating the political contexts in which we teach mathematics, (3) deconstructing deficit discourses about marginalized students, and (4) learning to creatively resist the systems for and with our students. To develop our theoretical analysis, we use a counterstory of a middle school Latino student named Luis and his Latina mathematics teacher, Ms. Marquez. Our aim is to open up discussions in mathematics teacher educational research about the politics at play in teaching inclusive mathematics.
Dados da obra
- Tipo
- Artigo
- Periódico
- ZDM: Mathematics Education
- Ano
- 2024
- Idioma
- en
- Palavras-chave
- Knowledge Level; Political Issues; Mathematics Education; Inclusion; Educational Environment; Context Effect; Minority Group Students; Social Bias; Resistance (Psychology); Middle School Students; Hispanic American Students; Middle School Teachers; Minority Group Teachers
- Temas
- Formação de Professores de Matemática, Inclusão
- ISSN
- 1863-9690
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
PADILLA, Alexis et al.. Conceptualizing Political Knowledges Needed to Teach Inclusive Mathematics: Theorizing through Counterstories. ZDM: Mathematics Education, 2024. Disponível em: http://dx.doi.org/10.1007/s11858-024-01598-4. Acesso em: 5 nov. 2026.
APA
Padilla, A., Lambert, R., Tan, P., & White-Smith, K. (2024). Conceptualizing Political Knowledges Needed to Teach Inclusive Mathematics: Theorizing through Counterstories. ZDM: Mathematics Education. http://dx.doi.org/10.1007/s11858-024-01598-4
BibTeX
@article{padilla2024,
author = {Padilla, Alexis and Lambert, Rachel and Tan, Paulo and White-Smith, Kimberly},
title = {Conceptualizing Political Knowledges Needed to Teach Inclusive Mathematics: Theorizing through Counterstories},
year = {2024},
journal = {ZDM: Mathematics Education},
url = {http://dx.doi.org/10.1007/s11858-024-01598-4},
language = {en}
}RIS
TY - JOUR AU - Padilla, Alexis AU - Lambert, Rachel AU - Tan, Paulo AU - White-Smith, Kimberly TI - Conceptualizing Political Knowledges Needed to Teach Inclusive Mathematics: Theorizing through Counterstories PY - 2024 JO - ZDM: Mathematics Education UR - http://dx.doi.org/10.1007/s11858-024-01598-4 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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