Queer Orientations as Resources for Mathematics Learning

Abstract

This paper investigates how queer orientations shaped mathematical meaningmaking in an afterschool documentary filmmaking program. We focus on queerness as both a lived/experienced phenomenon and a lens for thinking about learning, following scholars who have examined mathematics learning from racialized and gendered lenses (E.g., Gholson & Martin, 2019; Rubel, 2016). To do so, this paper explores how the performance of and negotiations with queer identities are co-constructed and emerge with meaning making around mathematical concepts. Findings call for centering these stories as productive, critical aspects of learning such that youths’ queer positionalities and identities in and across contexts are seen as an essential aspect to advancing equity in mathematics teaching and learning.