In this article, I explore the experiences of queer high school students in the context of Teaching Mathematics for Social Justice (TMSJ) regarding the injustices of bullying and harassment queer individuals go through in society. Specifically, I aim to investigate queer students’ perceptions of mathematics and their mathematical subjectivity in the context of TMSJ. Drawing on interviews with ten queer high school students, the interpretations of their experiences reveal that traditional mathematics instruction is often perceived as procedural and disconnected from real-world issues, contributing to queer students’ lack of interest in and sense of irrelevance regarding mathematics. However, TMSJ provided an opportunity for students to engage with mathematics through issues important to them, fostering positive discourses about their experiences in mathematics through TMSJ. Students highlighted the significance of connecting mathematics to their lived experiences and subjectivity, which enhanced their engagement and partially reshaped their mathematical subjectivity. In this paper, I underscore the importance of bringing arts, history, discussions, and non-European mathematics among other things to make mathematics a space of social relevance to queer subjectivity. In addition, I discuss the importance of bringing intersectional approaches that integrate queer perspectives into mathematics education to create inclusive learning environments. I end this article by calling for further research into how other aspects of identity, such as race, class, and ability, intersect with queer students’ experiences in mathematics. These interpretations contribute to the growing body of work advocating for transformative, equity-oriented mathematics education, especially concerning queer students.
Weverton Ataíde Pinheiro (Wed,) studied this question.
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