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In this essay, encouraged by the critical examination of mathematics education and mathematics teacher education at the Privilege and Oppression in the Mathematics Preparation of Teacher Educators Conference, the author asks the question: What do I do from a position of power and privilege to interrupt oppression and enable everyone the opportunity and expectation of success in mathematics and life? The author proposes a response with agape (pronounced ägäp?), or unconditional love. Starting with the question What would it mean to teach mathematics as an act of unconditional love? the author theorizes an ideal relationship between students and mathematics that is functional, communal, critical, and inspirational, generated from wanting to teach mathematics as agape.
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Joel Amidon (2013) studied this question.
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