Thread by @Laurie_Rubel

Despite how math curricula tend to present real-world challenges as universal and neutral, representations of reality in these problems are based on
#mathed #mtbos 🧵

particular
though oftentimes implicit
assumptions, social values, and priorities
💰❤️‍🩹 🌎

Q: How well do conventional views of mathematical literacy (and translations of those
visions to curricula) take up girls and women – their experiences, promise, knowledge and ways of knowing?
#Feminism

Example: so many real-world problem contexts pertain to human mobility 🚶🏼

(distance-rate-time stories, related rates situations, so many others)

In school mathematics, human mobility is taken
up in ways that assume universality and neutrality of experience, even though...

women are forced to navigate mobility relative to violence, harassment, and fear of such assaults.

(it's not only women of course)

AND have developed survival strategies in the face of this precarity

So school mathematics can be understood to doubly exclude women – through a curriculum that ignores the need to negotiate precarity and that overlooks the expertise women have developed in the face of precarity

This double exclusion is ethically stilted and implies that the mathematical literacy being promoted will, by design, reinforce patterns of exclusion and
inequality

With @melvinmperalta & others wrote about this here: tandfonline.com/doi/full/10.10…