Power, Identity, and Mathematical Practices Outside and Inside School
Na’ilah Suad Nasir and Maxine McKinney de Royston
January 2013, Volume 44, Issue 1, Page 264
How issues of power and identity play out in mathematical practices are described by Na’ilah Suad Nasir and Maxine McKinney de Royston. Their article offers a perspective on how to better understand the sociopolitical nature of teaching and learning mathematics. They present data from studies of mathematics teaching and learning in out-of-school settings, offering a sociocultural, then a sociopolitical analysis (attending to race, identity, and power), noting the value of the latter. They developed a set of theoretical tools that move from the sociocultural to the sociopolitical in studies of mathematics teaching and learning.
Equity / Diversity / Special Needs