Intersectional feminism to reenvision mathematical literacies & precarity

Laurie H. Rubel, Beth Herbel-Eisenman, Lee Melvin Peralta, Vivian Lim, Shiyan Jiang, Jennifer Kahn

Research output: Contribution to journalArticlepeer-review


Current global crises (e.g. COVID-19 pandemic and climate change) necessitate changes to mathematics curricula, especially related to using mathematics to solve real-world problems. We begin with the Programme for International Student Assessment's (PISA) framework for mathematical literacy (FML), since it functions as a global guide for curriculum. We demonstrate its inadequacy to solve current crises and to mediate the precarity of girls and women. Then we reenvision the FML by integrating concepts of critical mathematics education with intersectional feminism. We reenvision how to think about mathematical literacies. In particular, we add practices of feeling, acting, and reimagining to the conventional construct of mathematical reasoning. We reenvision ways to think about or classify real-world problem contexts by exploring three potential themes for real-world problem contexts.

Original languageEnglish
Pages (from-to)224-248
Number of pages25
JournalResearch in Mathematics Education
Issue number2
StatePublished - 2022

Bibliographical note

Publisher Copyright:
© 2022 British Society for Research into Learning Mathematics.


  • Mathematical modelling
  • critical mathematics education
  • intersectional feminism
  • mathematics education
  • real world contexts

ASJC Scopus subject areas

  • Education
  • General Mathematics


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