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Creators/Authors contains: "Gómez Marchant, Carlos Nicolas"

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  1. ; ; ; ; (, Teaching for excellence and equity in mathematics)
    A composite counterstory about a learner, Anabel, connecting her lived experiences to a mathematics problem. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, The Sociological Review Magazine)
    Full Text Available 
  3. ; (, Journal for theoretical marginal mathematics education)
    In this piece, we share our experiences as we navigate the whiteness of academia. Each of us has taken different pathways to get where we are today as gears within the academic machine. We wrote dangerously to aid our processes of unlearning and (re)learning to disrupt mechanisms of this cruel (white) apparatus. As counterstories do, we hope to be able to help others reflect and determine ways to act against an institution promoting assimilation and erasure of historically and contemporarily excluded populations. Our counterstory centers around the memories of a mathematics education doctoral student, Lily. Her story is presented in a back-and-forth between time periods and gives the reader an opportunity to have their own unique experience with the reading. Instead of a discussion and conclusion, we provide the reader the opportunity to stop or listen to our discussion, available online. 
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    Full Text Available 
  4. ; ; ; (, Anti-Racism Policy Journal)
    We examine the civic engagement of three individuals from the Brass Bell Elementary School community who are facing the potential closure of their school by the district. In a community meeting with district personnel, a teacher, student, and Spanish-speaking parent challenge the district’s dehumanizing use of mathematics in their presentation. The community members are actively resisting the school’s closure and their opposition to the district’s mathematical model of equality (Tate et al., 1993) highlights the strategies they use to contest the erasure of their humanity. Their actions also challenge the myth that mathematics is purely objective and neutral. This paper explores the contestation strategies employed by these community members in response to the district’s presentation. 
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    Accepted Manuscript Full Text Available