PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Using identity to frame mathematics educational learning experiences of historically marginalized students
Page: 1191
The goal of this study was to illustrate how notions of identity could be used as an analytical tool to account for such diverse perspectives along with issues of power in the context of Latinx and Native American students. Interviews and classroom observations revealed an array of perspectives regarding what counts as mathematics within a classroom, yet is reflective of an ongoing assimilationist practices that have negatively impacted Indigenous peoples for centuries. I argue for the need for mathematics educators to identify dehumanizing practices in mathematics by seeking the perspective of Indigenous educators.