Invisibilization and Intersectionality in Mathematics Education: A Panoramic View

In this chapter, we document scholarship in the field of mathematics education related to invisibility and intersectionality. We illustrate how mathematics education has problematized racism, sexism, and classism—linking it to a global structural problem and questioning the hegemonic epistemologies, which have been established in and through mathematics. The intention of this work is to decolonize the power relations and to expose how they promote exclusion, discrimination, and invisibility based on coloniality. The discipline of mathematics often contributes to the marginalization of people or people groups, largely through school mathematics representing the uniqueness, universality, and veracity of mathematics in terms of the disciplinary knowledge of the construction of mathematical knowledge, and as a result of power–knowledge relations. The chapter appears as a dialogue among the voices of relevant scholarship. Our interest is not to present a single historical timeline of these issues in the field of mathematics education, but rather to provide a panoramic view which considers multiple histories.