Reframing Recognition: Whose Mathematics, Whose Methods, Whose Stories?
Journal: Research in Mathematics Education
Ten years ago, conversations emerged across mathematics education that challenged dominant paradigms of what counts as mathematical knowledge and who is recognized as a knower (e.g., Civil, 2016; Gutiérrez, 2017; Nemirovsky et al., 2017; Rosa & Orey, 2016). These conversations were an inflection point that pushed education and research communities to reconsider the assumptions of mathematics knowledge: that is, the…