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September 5, 2025Education SciencesOpen Access

Mathematics as a Discursively Exclusionary Discipline to Queer Subjectivity: A Perspective Through Teaching Mathematics for Social Justice

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Students showed positive engagement with mathematics when connected to their queer experiences and social justice.
Ten queer high school students reported feelings of irrelevance towards traditional mathematics, which often felt procedural and disconnected.
Teaching mathematics for social justice provided opportunities for students to reshape their mathematical subjectivity through meaningful discussions.
The findings suggest that integrating queer perspectives and intersectional approaches is crucial for inclusive mathematics education.

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Qualitative analysis highlights how teaching mathematics for social justice shapes queer students' engagement and inclusivity.

Weverton Ataíde Pinheiro (2025) studied this question.

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