An analysis of student agency in texts of Mathematics Education

Abstract

This study aims to understand how colonial structures manifest and influence the concepts that deal with student agency in reference articles in the field of mathematics education. To this end, it analyzed student agency in mathematics education from the perspective of social justice, using as reference the contributions of Rochelle Gutiérrez and Jo Boaler, in addition to the notion of coloniality of power and knowledge proposed by Catherine Walsh. The methodology involved critical analysis that seeks to understand and question the structures of domination and power, based on the works of authors such as Eric Gutstein, Imani Goffney, Rochelle Gutiérrez, and Melissa Boston, Ubiratan D’Ambrósio, Marilyn Frankenstein, and Paola Valero, aiming to identify nuances and contradictions in relation to student agency. The main results revealed that even authors committed to social justice can reproduce hierarchical and oppressive views regarding students. Colonial structures were identified in various aspects, including the attribution of power and authority to the teacher, the reproduction of Eurocentric narratives, and the limitation of student agency. The critical analysis also highlighted the importance of considering how mathematics education can generate selection, exclusion, and segregation. The conclusions point to the need to deconstruct the colonial structures in education and promote a critical and reflective approach. It is essential to value the experiences, perspectives, and knowledge of students and thus build a more inclusive, equitable, and empowering mathematics education. The student agency should be strengthened and enable them to become active agents in the construction of knowledge and the fight for social justice.