Encountering a feminist literature review with(in) mathematics education research

Authors

DOI:

https://doi.org/10.34024/prometeica.2024.31.16085

Keywords:

feminist studies, literature review methodology, posthumanist methods, situated knowledges, affect

Abstract

In the encounters between researchers, the process of doing a literature review, and feminist research with(in) mathematics education, some considerations have emerged about the importance of considering the literature review as a constitutive part of the research process. A feminist literature review is not a simple literature review procedure to be applied to research that claims to be feminist. Rather, mobilizing feminist theoretical-methodological concepts, such as situated knowledge and affect as an apparatus to operate within the phenomena, allowed us to propose a different idea. The feminist literature review can be seen-sensed as an important terrain to create relationships-encounters with both research and researchers. It allows to come closer to different ways of knowing-doing research in entanglement with the literature, mathematical practices, feminisms, human beings, languages, search engines, and so on. In this terrain, we affect and are affected by the literature, and its encounters open up for new directions-connections. In this way, we may move away from existing patriarchal, excluding norms in academia.

Metrics

Metrics Loading ...

Author Biographies

  • Bruna Leticia Nunes Viana, Stockholm University

     . 

  • Anette de Ron, Stockholm University

     . 

  • Paola Valero, Stockholm University

     . 

  • Kicki Skog, Stockholm University

     . 

References

Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of women in culture and society, 28(3), 801-831.

Barad, K. M. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press. http://www.loc.gov/catdir/toc/ecip0619/2006027826.html

Block, K., Croft, A., De Souza, L., & Schmader, T. (2019). Do people care if men don’t care about caring? The asymmetry in support for changing gender roles. Journal of Experimental Social Psychology, 83, 112–131. https://doi.org/10.1016/j.jesp.2019.03.013

Bryman, A. (2016). Social research methods. Oxford university press.

Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25. https://doi.org/10.1016/j.tate.2013.03.001

Gough, D., Oliver, S., & Thomas, J. (Eds.). (2012). An introduction to systematic reviews. SAGE.

Hammersley, M. (2020). Reflections on the Methodological Approach of Systematic Reviews. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic Reviews in Educational Research: Methodology, Perspectives and Application (pp. 23–39). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27602-7_2

Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066

Harding, S. (1992). After the neutrality ideal: Science, politics, and" strong objectivity". Social research, 567-587.

Lykke, N. (2010). Feminist studies: A guide to intersectional theory, methodology and writing. Routledge.

Neto, V. F.; Valero, P. (2020). A (in)equidade de gênero em educação matemática: pesquisando as pesquisas. In: Harryson Lessa Júnio Gonçalves. (Ed). Educação Matemática & Diversidades. 1ed. Porto Alegre: Editora Fi, p. 195-213.

Newman, M., & Gough, D. (2020). Systematic Reviews in Educational Research: Methodology, Perspectives and Application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic Reviews in Educational Research (pp. 3–22). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27602-7_1

Olsson, L. M. (2013). Taking Children’s Questions Seriously: The Need for Creative Thought. Global Studies of Childhood, 3(3), 230–253. https://doi.org/10.2304/gsch.2013.3.3.230

Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.

Rahman, N. A., Rosli, R., Rambely, A. S., & Halim, L. (2021). Mathematics Teachers' Practices of STEM Education: A Systematic Literature Review. European Journal of Educational Research, 10(3), 1541-1559.

Ryve, A. (2011). Discourse Research in Mathematics Education: A Critical Evaluation of 108 Journal Articles. Journal for Research in Mathematics Education, 42(2), 167–199. https://doi.org/10.5951/jresematheduc.42.2.0167

Viana, B. L. N., & dos Santos, J. R. V. (2021). In between feminisms and contradictions and inventions and mathematics education. In D. Kollosche (Ed.), Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 3, pp. 1043–1052). Tredition

Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (2020). Systematic reviews in educational research: Methodology, perspectives and application. Springer Nature.

Downloads

Published

2024-11-29

Issue

Vol. 31 (2024): Prometeica - v 31 (11/2024 - 02/2025)

Section

Articles - Dossier 1

License

Copyright (c) 2024 Bruna Leticia Nunes Viana, Anette de Ron, Paola Valero, Kicki Skog

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright: Prometeica allows the author (s) to keep their copyrights unrestricted. Prometeica allows the author (s) to retain their publication rights without restriction. Authors should ensure that the article is an original work without fabrication, fraud or plagiarism; does not infringe any copyright or right of ownership of any third party. Authors should also ensure that each one complies with the authorship requirements as recommended by the ICMJE and understand that if the article or part of it is flawed or fraudulent, each author shares responsibility.

Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Prometeica - Journal of Philosophy and Sciences is governed by the licencse CC-By-NC

You are free to:

  • Adapt — remix, transform, and build upon the material

The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:

No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

 

Copyright maintenance

Prometeica allows the author (s) to keep their copyright without restrictions.

Prometeica allows the author (s) to retain their publication rights without restriction.

How to Cite

Nunes Viana, B. L., de Ron, A., Paola Valero, & Kicki Skog. (2024). Encountering a feminist literature review with(in) mathematics education research. Prometeica - Journal of Philosophy and Science, 31, 430-440. https://doi.org/10.34024/prometeica.2024.31.16085
Received 2024-02-08
Accepted 2024-11-25
Published 2024-11-29