Epistemic injustice in mathematics

Rittberg, Colin Jakob; Tanswell, Fenner Stanley; Bendegem, Jean Paul Van

doi:10.1007/s11229-018-01981-1

Cited by 41 publications

(21 citation statements)

References 38 publications

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“…Differently enculturated individuals and groups may struggle when assimilating to new cultures, and mathematics is no exception. In the final paper of the Special Issue, Rittberg et al (2018) apply the recent philosophical work on epistemic injustice (Fricker 2007;Kidd and Pohlhaus 2017) to mathematics. They present cases from the history of mathematics (most importantly Thomas Royen and Srinivasa Ramanujan) and analyze how processes of enculturation can lead to epistemic injustice by hindering the participation of certain individuals in mathematical cultures.…”

mentioning

confidence: 99%

Mathematical cognition and enculturation: introduction to the Synthese special issue

Pantsar

2019

Synthese

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mentioning

confidence: 99%

Mathematical cognition and enculturation: introduction to the Synthese special issue

Pantsar

2019

Synthese

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“…Unlike our previous work on epistemic injustice in mathematics (Rittberg, Tanswell and van Bendegem 2018), where we were considering potential and hypothetical cases of epistemic injustice that could arise in various mathematical practices, the existing mathematics education research we have sampled above demonstrates that epistemic injustices occur in the maths classroom.…”

Section: Culture Class and Epistemic Injusticementioning

confidence: 93%

Epistemic injustice in mathematics education

Tanswell

Rittberg

2020

ZDM Mathematics Education

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Equity and ethics in the learning of mathematics is a major topic for mathematics education research. The study of ethics and injustice in relation to epistemic pursuits, such as mathematics, is receiving a great deal of interest within contemporary philosophy. We propose a bridging project between these two disciplines, importing key ideas of "epistemic injustice" and "ethical orders" from philosophy into mathematics education to address questions of ethics, equity, values and norms. We build on Dawkins and Weber's (Educ Stud Math 95:123-142, 2017) "apprenticeship model" of learning proofs and proving, which says that mathematics education should reflect the practices of research mathematicians. Focusing on the norms and values implicit in mathematical proving, we argue that deploying this model unreflectively can lead to "epistemic injustices" in which learners are disadvantaged based on their cultural or class background. We propose thinking about the problem in terms of Max Weber's "ethical orders", and the clash that arises between the ethical orders of mathematics and the existing ethical orders of the learners and teachers of mathematics. Weber's lesson is that sometimes these clashes have no overarching resolution, and so the mathematics classroom may also have to settle for tailored pragmatic measures to combat individual cases of epistemic injustice.

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“…In theory, these projects were open to all, but the difficulty of the content skewed the demographics towards professional mathematicians. So, while crowdsourcing is more accessible than a mathematics department breakroom, it can still include or exclude people, and not necessarily based on their mathematical ability (see also Rittberg et al 2019).…”

Section: The Use Of Crowdsourcing In Mathematical Researchmentioning

confidence: 99%

Using crowdsourced mathematics to understand mathematical practice

Pease

Martin

Tanswell

et al. 2020

ZDM Mathematics Education

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Records of online collaborative mathematical activity provide us with a novel, rich, searchable, accessible and sizeable source of data for empirical investigations into mathematical practice. In this paper we discuss how the resources of crowdsourced mathematics can be used to help formulate and answer questions about mathematical practice, and what their limitations might be. We describe quantitative approaches to studying crowdsourced mathematics, reviewing work from cognitive history (comparing individual and collaborative proofs); social psychology (on the prospects for a measure of collective intelligence); human-computer interaction (on the factors that led to the success of one such project); network analysis (on the differences between collaborations on open research problems and known-but-hard problems); and argumentation theory (on modelling the argument structures of online collaborations). We also give an overview of qualitative approaches, reviewing work from empirical philosophy (on explanation in crowdsourced mathematics); sociology of scientific knowledge (on conventions and conversations in online mathematics); and ethnography (on contrasting conceptions of collaboration). We suggest how these diverse methods can be applied to crowdsourced mathematics and when each might be appropriate.

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Epistemic injustice in mathematics

Cited by 41 publications

References 38 publications

Mathematical cognition and enculturation: introduction to the Synthese special issue

Mathematical cognition and enculturation: introduction to the Synthese special issue

Epistemic injustice in mathematics education

Using crowdsourced mathematics to understand mathematical practice

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