LGBTQ+ Life conditions: a landscape of investigation in mathematics education

IF 2.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematics Teacher Education Pub Date : 2024-05-03 DOI:10.1007/s10857-024-09633-7

Denner Dias Barros, Ole Skovsmose

引用次数: 0

Abstract

In this article we present topics that can be considered when developing a landscape of investigation that reflects on the issues of the LGBTQ+ community. We outline the landscape LGBTQ+ Life Conditions, having prospective teachers in mind. The outlining takes place in four steps: (1) We indicate the relevance of this topic and bring in real-life complexities into the landscape of investigation to engage the students for doing investigations with mathematics connected to this topic; (2) we present some statistical data that show the relevance of researching the topic and the potentials of mathematics for doing so; (3) we outline some possible investigations when exploring the landscape, taking inspiration from already carried out investigations as well as from some imagined investigations; (4) we reflect on some challenges and possibilities for those who want to explore this landscape in mathematics classes.

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女同性恋、男同性恋、双性恋和变性者的生活状况：数学教育中的调查景观

在本文中，我们将介绍在制定反映 LGBTQ+ 群体问题的调查方案时可以考虑的主题。我们从未来教师的角度出发，概述了 LGBTQ+ 的生活条件。概述分为四个步骤：(1) 我们指出了这一主题的相关性，并将现实生活中的复杂情况带入探究情景中，以吸引学生进行与这一主题相关的数学探究；(2) 我们提出了一些统计数据，以显示研究这一主题的相关性以及数学在这方面的潜力；(3) 我们从已进行的探究和一些想象中的探究中汲取灵感，概述了在探索这一情景时可能进行的一些探究；(4) 我们思考了那些希望在数学课上探索这一情景的学生所面临的一些挑战和可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Mathematics Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.40

自引率

9.50%

发文量

期刊介绍： The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed. Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest. Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence. Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc. Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.