The possibilities of feminist poststructural discourse analysis as an approach to gender research in the mathematics classroom

Theories of gender and race in mathematics education predominately remain unchanged recent years (Damarin, 2008; Parks & Schmeichel, 2012), with feminism not always seen as relevant to education. New theories methodologies related create possibilities reinvigorate research offer opportunities for students at the margins be read mathematically powerful. In this paper, I propose feminist poststructural discourse analysis an alternative methodology study racial (in)equity classrooms. describe theoretical underpinnings (i.e., theory), three main projects within a paradigm, introduce Baxter's (2003) (FPDA) methodology. Through one conceptualization seventh grade classroom United States, exemplify using Baxter’s denotative connotative textual methods argue productive FPDA research.