A Call for Field Disruptions and Connections in Mathematics Education Research
Keywords:agential realism, fields, poststructuralism, qualitative inquiry
The Field Disruptions and Field Connections section of the Journal of Urban Mathematics Education (JUME) seeks manuscripts that bring to light innovative, underutilized, or marginalized theories and methods that show potential for radical reconfiguration in (urban) mathematics education research. In this introductory and invitational editorial to the section, I provide illustrations of field disruptions through the use of poststructural and agential realist theories in mathematics education research. The purpose in doing so is to highlight how past disruptions have caused shifts in what counts as mathematical knowledge and who can be seen as mathematical. I also point to examples of field connections that demonstrate the importance of innovation and creativity in not only what we research but also in the ways we research in urban mathematics education. Because new and newly considered theories and methods can and have shifted the field of mathematics education research, an intellectual space to share and explore these innovative contributions to the field is being created within JUME. Specifically, the section seeks submissions that bring forward theories, methods, and concepts that the author argues have potential to disrupt the structures that support systemic racism and other forms of exclusion in mathematics teaching and learning. In addition, as section editor, I welcome alternative texts, poetry, and research texts and data that may not fit or have been systematically excluded in more traditional disciplined spaces but speak to important issues in urban mathematics education.
Attick, D., & Boyles, D. (2016). Pearson Learning and the ongoing corporatization of public education. Journal of Thought, 50(1–2), 5–19.
Adler, J., & Lerman, S. (2003). Getting the description right and making it count: Ethical practice in mathematics education research. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 441–470). Springer. https://doi.org/10.1007/978-94-010-0273-8_15
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press. https://doi.org/10.1215/9780822388128
Berry, R. Q., III. (2018). Disrupting policies and reforms in mathematics education to address the needs of marginalized learners. In T. G. Bartell (Ed.), Toward equity and justice in mathematics education (pp. 3–20). Springer. https://doi.org/10.1007/978-3-319-92907-1
Biesta, G. (2016). The rediscovery of teaching: On robot vacuum cleaners, non-egological education and the limits of the hermeneutical world view. Educational Philosophy and Theory, 48(4), 374–392. https://doi.org/10.1080/00131857.2015.1041442
Brown, T., & Walshaw, M. (2012). Mathematics education and contemporary theory: Guest edi-torial. Educational Studies in Mathematics, 80(1¬–2), 1–8.
Butler, J. (1990). Gender trouble. Routledge.
Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., Cirillo, M., Kramer, S. L., & Hiebert, J. (2019). Choosing and justifying robust methods for educational research. Journal for Research in Mathematics Education, 50(4), 342–348. https://doi.org/10.5951/jresematheduc.50.4.0342
Cannon, S. O. (2019). Doing science: Data enactments in mathematics education and qualitative research [Doctoral dissertation, Georgia State University]. ScholarWorks @ Georgia State University. https://scholarworks.gsu.edu/mse_diss/77/
Cannon, S. O. (2020). Field guide to academic becoming. Qualitative Inquiry. Advance online publication. https://doi.org/10.1177/1077800419881658
Cannon, S. O., & Myers, K. D. (2016). Radical reconfiguring(s) for equity in urban mathematics classrooms: Lines of flight in Mathematics and the body: Material entanglements in the classroom. Journal of Urban Mathematics Education, 9(2), 185–194. https://doi.org/10.21423/jume-v9i2a314
Châtelet, G. (2000). Figuring Space: Philosophy, mathematics, and physics. Springer.
Davis, J., & Jett, C. C. (Eds.). (2019). Critical Race Theory in mathematics education. Routledge.
de Freitas, E., & Nolan, K. (Eds.). (2008). Opening the research text: Critical insights and in(ter)ventions into mathematics education. Springer. https://doi.org/10.1007/978-0-387-75464-2
de Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge University Press. https://doi.org/10.1017/CBO9781139600378
de Freitas, E., & Walshaw, M. (2016). Alternative theoretical frameworks for mathematics education research: Theory meets data. Springer. https://doi.org/10.1007/978-3-319-33961-0
Dolphijn, R., & van der Tuin, I. (2012). New materialism: Interviews & cartographies. Open Humanities Press.
Ernest, P. (1999). Forms of knowledge in mathematics and mathematics education: Philosophical and rhetorical perspectives. Educational Studies in Mathematics, 38, 67–83. https://doi.org/10.1023/A:1003577024357
Evans-Winters, V. E. (2019). Black feminism in qualitative inquiry: A mosaic for writing our daughter's body. Routledge.
Evans-Winters, V. E., & Hines D. E. (2019). Unmasking white fragility: How whiteness and white student resistance impacts anti-racist education. Whiteness and Education, 5(1), 1–16. https://doi.org/10.1080/23793406.2019.1675182
Ferrara, F., & Ferrari, G. (2017). Agency and assemblage in pattern generalisation: A materialist approach to learning. Educational Studies in Mathematics, 94(1), 21–36. https://doi.org/10.1007/s10649-016-9708-5
Foucault, M. (1995). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). Vintage. (Original work published 1975)
Foucault, M. (1972). The archaeology of knowledge and the discourse on language (A. M. Sheridan Smith, Trans.). Pantheon Books. (Original work published 1969)
Gutiérrez, R. (2008). A “gap-gazing” fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357–364.
Gutiérrez, R. (2017). Living mathematx: Towards a vision for the future. Philosophy of Mathematics Education Journal, 32, 1–34.
Hansen, S. (Host). (2019, October 1). Citation aging [Audio podcast episode]. In Relatively prime: Stories from the mathematical domain. ACMEScience. https://relprime.com/citationaging/
Heid, M. K. (2010). Where’s the math (in mathematics education research)? Journal for Research in Mathematics Education, 41(2), 102–103.
Hostetler, K. (2005). What is “good” education research? Educational Researcher, 34(6), 16–21. https://doi.org/10.3102%2F0013189X034006016
Hultman, K., & Lenz Taguchi, H. (2010). Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research. International Journal of Qualitative Studies in Education, 23(5), 525–542. https://doi.org/10.1080/09518398.2010.500628
Langer-Osuna, J. M. (2011). How Brianna became bossy and Kofi came out smart: Understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom. Canadian Journal of Science, Mathematics and Technology Education, 11(3). 207–225. https://doi.org/10.1080/14926156.2011.595881
Larson, M. (2016, September 15). A renewed focus on access, equity, and empowerment. National Council of Teachers of Mathematics. https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Matt-Larson/A-Renewed-Focus-on-Access,-Equity,-and-Empowerment/
Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. Routledge.
Leyva, L. A. (2016). An intersectional analysis of Latin@ college women's counter-stories in Mathematics. Journal of Urban Mathematics Education, 9(2), 81–121. https://doi.org/10.21423/jume-v9i2a295
Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
Martin, A., & Lynch, M. (2009). Counting things and people: The practices and politics of counting. Social Problems, 56(2), 243–266. https://doi.org/10.1525/sp.2009.56.2.243
Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Lawrence Erlbaum.
Martin, D. B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295–338.
Martin, D. B. (2013). Race, racial projects, and mathematics education. Journal for Research in Mathematics Education, 44(1), 316–333. https://doi.org/10.5951/jresematheduc.44.1.0316
Martin, D. B. (2015). The collective Black and Principles to actions. Journal of Urban Mathematics Education, 8(1), 17–23. https://doi.org/10.21423/jume-v8i1a270
Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459–478. https://www.doi.org/10.1080/13613324.2019.1592833
Martin, D. B., Gholson, M. L., & Leonard, J. (2010). Mathematics as gatekeeper: Power and privilege in the production of knowledge. Journal of Urban Mathematics Education, 3(2), 12–24. https://doi.org/10.21423/jume-v3i2a95
Mazzei, L. A. (2013). Materialist mappings of knowing in being: Researchers constituted in the production of knowledge. Gender and Education, 25(6), 776–785. https://doi.org/10.1080/09540253.2013.824072
Mendick, H. (2005). Choosing maths/doing gender: A look at why there are more boys than girls in advanced mathematics classes in England. In L. Burton (Ed.), Which way social justice in mathematics education? (pp. 105–132). Information Age Publishing.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.
O’Neil, C. (2016). Weapons of math destruction: How big data increases inequality and threat-ens democracy. Crown.
Peters, M. A., & Burbules, N. C. (2004). Poststructuralism and educational research. Rowman & Littlefield Publishers.
Preissle, J. (2006). Envisioning qualitative inquiry: A view across four decades. International Journal of Qualitative Studies in Education, 19(6), 685–695. https://doi.org/10.1080/09518390600975701
Roth, W.-M. (2017). Astonishment: A post-constructivist investigation into mathematics as passion. Educational Studies in Mathematics, 95(1), 97–111. https://doi.org/10.1007/s10649-016-9733-4
Skovsmose, O. (2009). In doubt: -About language, mathematics, knowledge and life-worlds. Sense.
Skovsmose, O. (2012). Beyond postmodernity in mathematics education? The Mathematics Enthusiast, 9(3), 233–252.
Stinson, D. W. (2013). Negotiating the “white male math myth”: African American male students and success in school mathematics. Journal for Research in Mathematics Education, 44(1), 69–99. https://doi.org/10.5951/jresematheduc.44.1.0069
Stinson, D. W. (2017). Beyond White privilege: Toward White supremacy and settler colonial-ism in mathematics education. Journal of Urban Mathematics Education, 10(2), 1–7. https://doi.org/10.21423/jume-v10i2a348
Stinson, D. W., & Walshaw, M. (2017). Exploring different theoretical frontiers for different (and uncertain) possibilities in mathematics education research. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 128–159). National Council of Teachers of Mathematics.
Tate, W. F. (1995). School mathematics and African American students: Thinking seriously about opportunity-to-learn standards. Educational Administration Quarterly, 31(3), 424–448. https://doi.org/10.1177/0013161X95031003006
Taylor, C. A., & Bayley, A. (Eds.). (2019). Posthumanism and higher education: Reimagining pedagogy, practice and research. Palgrave Macmillan.
Teppo, A., Speiser, R., Søndergaard, B. D., & van den Heuvel-Panhuizen, M. (2004). Keeping the mathematics in mathematics education research. Proceedings of the Annual Conference of the International Group for the Psychology of Mathematics Education, 28, 261.
Tuck, E., & McKenzie, M. (2015). Place in research: Theory, methodology, and methods. Routledge.
Walkerdine, V. (1994). Reasoning in a post-modern age. In P. Ernest (Ed.), Mathematics, education and philosophy: An international perspective (pp. 56–70). The Falmer Press.
Walkerdine, V. (2004). Preface. In M. Walshaw (Ed.), Mathematics education within the post-modern (pp. vii–viii). Information Age Publishing.
Walshaw, M. (2001). A Foucauldian gaze on gender research: What do you do when confronted with the tunnel at the end of the light? Journal for Research in Mathematics Education, 32(5), 471–492. https://doi.org/10.2307/749802
Wolfe, M. J. (2019). Smart girls traversing assemblages of gender and class in Australian secondary mathematics classrooms. Gender and Education, 31(2), 205–221. https://doi.org/10.1080/09540253.2017.1302078
How to Cite
The copyright for articles in JUME is held by the individual. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings.