Pathways to equity in mathematics education: how life experiences impact researcher positionality

摘要

This study examined the life histories of a group of emerging scholars in the field of mathematics education who identify themselves as having a particular interest in and concern for issues of equity and diversity. Experiences of being the "other," "bearing witness" to "othering experiences," and "orienting experiences" in relation to issues of equity proved to be prominent themes in participants' life histories. These experiences were then linked to the positionality that these scholars now have in relation to their research in mathematics education.