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ERIC Number: EJ865868
Record Type: Journal
Publication Date: 2009-May
Pages: 11
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1468-1811
Mathematical Inqu[ee]ry: Beyond "Add-Queers-and-Stir" Elementary Mathematics Education
Rands, Kathleen
Sex Education: Sexuality, Society and Learning, v9 n2 p181-191 May 2009
While elementary educators have developed queer pedagogies and perspectives in many subjects from reading to music, science to English as a second language, queer perspectives on elementary mathematics education are remarkably absent. This article differentiates between two common uses of the term "queer" and delineates two sets of approaches based upon them: approaches shaped by "queer liberalism" with a focus on inclusion, which result in what might be called "Add-Queers-and-Stir" elementary mathematics education; and "Mathematical Inqu[ee]ry", a queer theoretical approach, in which students and teachers might queer "family," "rhetoric," and "time" in an elementary classroom. Mathematical Inqu[ee]ry goes beyond mere inclusion of queer students and issues into extant frameworks and allows elementary teachers and students to deconstruct and disrupt educational norms as well as imagine new possibilities in mathematics and in the world. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A