Mathematics Teacher: Learning and Teaching PK-12, is NCTM’s newest journal that reflects the

current practices of mathematics education, as well as maintains a knowledge base of practice

and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with
peer-reviewed and invited articles. MTLT is published monthly.

ARTICLE TITLE:

Supporting LGBTQ+ Students in K-12 Mathematics

AUTHOR NAMES:

E. Waid, Brandie

DIGITAL OBJECT IDENTIFIER: VOLUME: ISSUE NUMBER:

10.5951/MTLT.2019.0403 113 11

Mission Statement
The National Council of Teachers of Mathematics
advocates for high-quality mathematics teaching
and learning for each and every student.

Approved by the NCTM Board of Directors

on July 15, 2017.
CONTACT: [email protected]

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Supporting LGBTQ+
Students in K–12 Mathematics
Strategies range from engaging in self-education to creating inclusive
classroom spaces and adopting inclusive curriculum and pedagogy.

Brandie E. Waid

As my eighth-grade students worked on their assigned Another student snapped, “A couple is any two peo-
problem set, a student caught my attention. She pointed ple, male or female. That is the only way anyone should
to a problem and asked, “Ms. Waid, how would you define a couple.”
define a couple?” The problem, from Park School of The original student, now hesitant, responded, “But
Baltimore’s (2006, p. 15) mathematics curriculum, read, isn’t the problem easier if I say a couple is a boy and a
“At a school dance, there are X boys and Z girls, and there girl?”
are more boys than girls. How many different possible I would like to say that I used this opportunity to
couples for dancing are there?” engage the class in a conversation about how not all
My student’s question hit me like a brick. I managed couples are heterosexual, to talk about the social con-
to respond, “How would you define a couple?” struct of gender, and to work toward building a culture

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of acceptance and support for LGBTQ+ students and assessing its effectiveness. . . . Addressing equity
families. I would like to say that I used this opportunity and access includes both ensuring that all students
to talk about how the assumptions we make (influenced attain mathematics proficiency and increasing the
by implicit bias) can change the mathematics required numbers of students from all racial, ethnic, lin-
by a problem. However, I did none of these things. guistic, gender, and socioeconomic groups who
I vaguely remember asking the students to record attain the highest levels of mathematics achieve-
assumptions they made, but otherwise this became a ment. (NCTM 2014, para. 1)
missed opportunity. The interaction left me reeling.
At this point in my career, I had only recently come This indicates a necessary step toward attaining educa-
to terms with my own queerness and had “come out” to tional equity, but one group has been noticeably absent
many of my colleagues, friends and much of my fam- from talks of access and equity in mathematics
ily but was not out to my students. What rattled me, education—LGBTQ+ students (in this article, mentions
however, was not the opportunity to share my identity of LGBTQ+ students also include students from LGBTQ+
with my students. I believe that every LGBTQ+ educa- families).
tor should decide for themselves if and when to reveal One might argue that gender minorities are
such information. Instead, it was my own assumptions included in NCTM’s position on equity and access
that struck me. When selecting the problem, my recog- because the statement explicitly refers to gender.
nition of the required mathematics led me to overlook Historically, however, our society has failed to include
the possibility of anything other than a heterosex- gender minorities in talks of gender equity. In fact, at
ual coupling. As a result of this interaction, I began to the time this article was written, the Supreme Court
reflect on my identity and the ways in which my K–12 had only recently decided that transgender identities
education had deemed my queer identity irrelevant to (and other LGBTQ+ identities) are covered under the
my mathematical identity. This set me on a journey to Civil Rights Act, in relation to job discrimination. In
better understand how I could support LGBTQ+ students the mathematics education community, references to
in my mathematics classes. gender have also lacked a broader conception (outside
of the male/female binary) and the concepts of gen-
der and sex have often been conflated (Leyva 2017).
GENDER IDENTITY AND SEXUALITY IN Although some recent studies have begun grappling
MATHEMATICS with the social construction of gender and how indi-
Although it has not always been the case, much of the vidual men and women position themselves “along
mathematics community now agrees that mathemat- the gendered and racialized hierarchy of mathemati-
ics is not neutral, free of culture and other elements cal ability” (Leyva 2017, p. 417), discussions of gender
of identity. This position is reflected in the National remain largely within a male/female binary.
Council of Teachers of Mathematics (NCTM) position One might argue that sexual orientation and gen-
statement on Access and Equity: der identity have no bearing on teaching and learning,
but a great deal of research counters this argument.
Creating, supporting, and sustaining a culture of Research indicates that the current climate of many
access and equity require being responsive to stu- schools in the United States has further marginalized
dents’ backgrounds, experiences, cultural perspec- LGBTQ+ youth. According to the 2017 National School
tives, traditions, and knowledge when designing Climate Survey (administered every two years by the
and implementing a mathematics program and LGBTQ+ organization GLSEN), a majority of LGBTQ+

Brandie E. Waid, [email protected], is an assistant professor of teacher education at Drew University

in Madison, New Jersey. She previously taught middle and high school mathematics in both New York City and
Florida. She is interested in the ways in which students’ multiple identities manifest in mathematical spaces and
methods of humanizing mathematics for all students, particularly LGBTQ+ students. She can be found on twitter
at @MathTeach_BEW.
doi:10.5951/MTLT.2019.0403

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students (8 in 10 of those surveyed) reported experi- Prohibit the ‘Promotion of Homosexuality’ in Schools”
encing harassment or assault at school due to their outlines states that currently have such laws and
sexual orientation or gender identity, with “transgen- describes the scope of those laws (e.g., some apply
dered students experienc[ing] a more hostile school only to sex education). At the other end of the spec-
climate than all other students” (Kosciw et al. 2018, trum are states that have passed laws requiring stu-
p. 85). Such experiences contribute to LGBTQ+ indi- dents to learn LGBTQ+ history. Currently, those states
viduals’ higher risk of poor academic performance, include Illinois, New Jersey, Colorado, Oregon, and
truancy, and depression and to higher rates of school California. This does not mean that those teaching in
disciplinary action for LGBTQ+ students. This propels a the so-called “No Promo Homo” states cannot engage
disproportionate number of LGBTQ+ students into the in LGBTQ+ inclusive practices or that those teaching
school-to-prison pipeline (Palmer and Greytak 2017; in states that have passed LGBTQ+ inclusive laws must
Snapp et al. 2015). Reported rates of punitive disci- adopt every LGBTQ+ inclusive practice proposed in
plinary action are higher for LGBTQ+ students of color, this article. In my experience, all-or-nothing mental-
making them particularly vulnerable (Kosciw et al. ities can lead to teachers relying on excuses for what
2018). Given this information, it is apparent that hav- they cannot do or feeling overwhelmed by everything
ing an LGBTQ+ identity affects the learning experi- they could do.
ences of an individual, particularly LGBTQ+ students In my work with teachers, I suggest that teachers
of color and transgender students. begin by reflecting on their context to understand what
In addition to the larger body of research that beginning steps they may take toward creating inclu-
supports how having an LGBTQ+ identity affects the sive LGBTQ+ spaces. If the teacher is living in a “No
general learning experiences of students, evidence Promo Homo” state, their early efforts may focus on
suggests that LGBTQ+ identities play a role in STEM self-education. Later, they might move toward adopting
education. For example, Greathouse and colleagues elements of inclusive classroom culture. To aid teach-
(2018) found that fewer LGBTQ+ students (40%) choose ers in these beginning steps, which are essential for
STEM majors than their non-LGBTQ+ peers (47%); the success of later strategies suggested in this article,
and Hughes (2018) found that of LGB students that I have included a number of resources in appendix A
do select STEM majors (transgender individuals were (see the supplementary materials) that can be used for
not included), fewer persisted in those majors than both self-education in LGBTQ+ experiences and ter-
their non-LGB peers (63.8%, as compared to 71.1%). minology and to create more inclusive classrooms for
Given these findings, we see that STEM fields are not LGBTQ+ students. Once teachers have engaged in these
only masculine and white spaces (Leyva 2017) but also first two steps, they may find that state laws prohibit
­heteronormative and cisnormative. This heteronorma- them from including explicit LGBTQ+ representation,
tivity and cisnormativity begin in secondary education but they can remove problems that reinforce heterosex-
(as indicated by the underrepresentation of LGBTQ+ ual couplings and the gender binary.
students selecting STEM majors) and extend to post- This approach is similar to Miller’s (2019) discussions
secondary education (as seen in a fewer ­number of of supporting LGBTQ+ students in English language
LGB students who persist in STEM majors). How do arts and is inspired by Hermann-Wilmarth and Ryan’s
we address this? (2015) call for teachers to “[do] what you can.” Hermann-
Wilmarth and Ryan state the following:

INITIAL CONSIDERATIONS We want to move teachers from consider-

Before any suggestions are provided for how math- ing whether they can include particular les-
ematics teachers can work toward supporting their sons or particular texts in their instruction to
LGBTQ+ students and disrupting the hetero- and how they might find multiple, even creative
cisnormativity in mathematics, it is important to ways to address the larger systems that enable
acknowledge that this article will take the stance that homophobia and heterosexism in the first place.
all teachers can engage in this work. I acknowledge, (p. 436)
however, that a number of states exist in which talking
about LGBTQ+ topics in the classroom is prohibited In addition to homophobia and heterosexism, I would
by law. GLSEN’s (2018) Research Brief on “Laws that also add transphobia and cissexism to this statement.

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Such a directive indicates that although teachers must These questions will allow educators to remove
consider their context, they cannot stop at a sim- harmful representations (those that are stereotypical
ple asking of pronouns at the start of the year or dis- or reinforce gender norms, cisnormativity, and het-
playing an affirming poster. These practices alone eronormativity) and determine areas where positive
do not address those larger systems of oppression LGBTQ+ representations might be lacking. For items that
in a meaningful way. In addition to the above men- include LGBTQ+ representation, teachers can ask, “Is
tioned, non-content-specific approaches to supporting LGBTQ+ representation limited to individuals who are
LGBTQ+ students, two mathematics-specific strate- able-­bodied, white, male, and/or cisgendered?” and “Is
gies support LGBTQ+ students: (1) providing LGBTQ+ LGBTQ+ representation negative or limited to tragedy
inclusive curriculum and (2) queering mathematics (e.g., HIV)?” If the answers to these questions are “yes”
pedagogy. or “mostly,” then greater or different representation is
needed.
Examples of LGBTQ+ representation in mathematics
LGBTQ+ INCLUSIVE CURRICULUM curricular materials are lacking, but some exist. One
Inclusive curriculum “enable[s] the student to look example, created by Rands (2013), illustrates how sec-
through window frames in order to see realities of ondary teachers might make use of GLSEN’s National
­others and into mirrors in order to see [their] own School Climate Survey in a lesson on statistical con-
­reality reflected” (Style 1996, p. 1). For LGBTQ+ cepts. Rands’s lesson focuses on a single item from
­students, such a curriculum serves to “create a more the 2009 administration of the survey, asking students
positive environment and healthy self-concept . . . to report how often peers intervened when someone
while also raising the awareness of all students” made a hurtful remark about an individual’s gender
(GLSEN 2014, p. 33). At present, the field of mathemat- expression. Rands suggests that teachers launch the
ics education pays little attention to providing such investigation by assessing students’ prior knowledge in
windows and mirrors to LGBTQ+ students. This is the areas of gender expression and stereotypes and on
­evident by the binary presentation of gender and the how to intervene if they witness harassment or bully-
assumed heterosexuality encountered in mathematics ing of another student. Rands then proposes that the
problems (Yeh 2017; Esmonde 2011). The problem in teachers use data presented by Kosciw and colleagues
the opening scenario is an example of such problematic (2010, p. 18) in relation to this question (see figure 9,
assumptions; such problems not only lack representa- p. 20, of The 2009 National School Climate Survey), as
tion but also do not reflect the complexities or realities well as the total number of surveyed respondents to
of our society. create statements such as “In all, 3,580 out of 7,261 stu-
The first step in addressing the lack of windows dents reported that other students never intervened
and mirrors in mathematics curricular materials is to when a student made negative remarks about some-
assess the problems that we pose and reflect on how one’s gender expression” (Rands 2013, p. 116). The
gender norms, the gender binary, and heteronorma- teacher would have students use these statements to
tive values may be perpetuated in those problems. To discuss mathematical ideas such as interpreting the
do this, teachers might make a list (maybe one unit or meaning of the statements, creating and analyzing vari-
lesson at a time) of any problems, scenarios, or exam- ous graphical displays, and concepts of sampling.
ples that mention genders, make use of “boy” or “girl” Another secondary level example, this time of a
names, require gender coupling or pairing, and high- task, that includes LGBTQ+ representation is Harper’s
light LGBTQ+ representation. In reflecting on the gen- (n.d.) “What’s a Fair Housing Wage?” Harper adapted
dered items, teachers can ask the following: this task from “The Big Race,” in College Preparatory
Mathematics 1 (Sallee et al. 2002), which has students
1. Do these problems reinforce cisnormativity and use algebraic concepts to determine who will win a
the gender binary? race. To determine this, students are given six cards
2. Do the problems assume heterosexuality? outlining the profile of an individual in the race (e.g.,
3. Do these problems reinforce gender norms their speed and starting location). Harper’s modified
(e.g., Are “girl” names associated only with task has students wrestle with the idea of a fair hous-
playing with dolls or other stereotypical “girl” ing wage. Instead of racer profiles, the students receive
activities)? family profiles, one of which highlights a Black family

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with two moms. The information on each card is used a fourth-grade elementary class and model my think-
to determine the affordability of appropriate housing ing processes during the task’s development. My hope
for the family. Harper’s example might benefit from is that this will help teachers conceptualize how to
a broader conception of gender (all working adults create their own LGBTQ+ mathematical examples. I
are identified as male or female), but it does include have also included thoughts on how the task might
LGBTQ+ representation. Harper’s example also illus- be enacted in the classroom, but every teacher will
trates how a mathematics teacher might adapt exist- require their own adaptations to meet the needs of
ing curricular items to include LGBTQ+ representation, their students.
even items that may not have originally dealt with gen- The task I have created makes use of the Progress
der, family, or sexuality. Pride flag, shown in figure 1. The flag was created by
At the elementary level, Rands (2009) provides a num- nonbinary designer Daniel Quasar and contains ele-
ber of examples for increasing LGBTQ+ representation: ments of three existing LGBTQ+ flags: the Rainbow
Pride flag, the Transgender Pride flag, and the
1. Include LGBTQ+ flags and symbols in geometry Philadelphia Pride flag. Video 1 describes the history
lessons focused on finding the area and perime- and meaning of the Rainbow flag, video 2 is an inter-
ter or fractional concepts. view with the creator of the Transgender Pride flag
2. Investigate the fraction of books in the school (Helms 2015), and video 3 offers information released
library that includes LGBTQ+ vs non-LGBTQ+ by the public relations firm (Tierney 2017) that created
characters and families. the Philadelphia Pride flag.
3. Investigate local newspapers to calculate the per- In describing the Progress Pride flag, Quasar (2018a)
centage of articles that feature LGBTQ+ people and stated the following:
determine what percentage of those articles repre-
sent their LGBTQ+ identities in a positive manner. The main section of the flag (background) includes
the traditional 6 stripe LGBTQ flag as seen in its
Rands discusses how the second and third examples widely adopted form so as not to take away from
provide opportunities for action and activism (e.g., stu- its original meaning. The trans flag and mar-
dents might write letters to their school board or local ginalized community stripes were shifted to the
newspapers to petition for more positive representation Hoist of the flag and given a new arrow shape.
of LGBTQ+ people). Although Rands discusses this for The arrow points to the right to show forward
only the third example, both examples two and three movement, while being along the left edge shows
would also benefit from taking an intersectional lens to that progress still needs to be made. (para. 6–7)
analyze representations of LGBTQ+ people of color and
LGBTQ+ people with disabilities. Although not everyone in the LGBTQ+ commu-
nity has adopted Quasar’s flag, I have been drawn
Creating Your Own LGBTQ+ Inclusive Examples
The examples above are an excellent starting point
for teachers to begin exploring what LGBTQ+ curric-
ular representation might look like, but more exam-
ples are needed. For this reason, educators must Fig. 1
create (and share) their own mathematical examples
of LGBTQ+ representation. Such examples might be
created by adapting existing tasks or lessons, as was
illustrated by Harper’s (n.d.) “What’s a Fair Housing
Wage?” Or teachers might create new tasks on the
basis of LGBTQ+ symbols (e.g., gender symbols or
LGBTQ+ flags) or scenarios involving LGBTQ+ people
(e.g., What mathematics is involved in planning the
Pride Parade or in LGBTQ+ family planning?). Creating
examples, however, is no easy endeavor. For this rea-
son, I will present a task that I have created for use in “Progress” Pride Flag by Daniel Quasar 2018 (quasar.digital LLC).

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to the flag for a number of reasons. First, I appre-

Video 1  istory and Meaning of the
H ciate Quasar’s attempts to spotlight the struggles of
Rainbow Flag (2015) (https:// transgender people and people of color within the
youtu.be/TWZMLzkdzxg) LGBTQ+ movement and signal the work that still
needs to be accomplished. LGBTQ+ spaces and advo-
cacy have often (both historically and today) centered
the ­experiences and needs of White, cisgender males,
serving to exclude and further oppress people of color,
transgender, and gender nonconforming individu-
als and (at times) women, within the LGBTQ+ com-
munity (Irazábal and Huerta 2016; Rosenberg 2016).
I am also intrigued by Quasar’s flag for its numerous
algebraic and geometric properties (e.g., symmetry,
Watch the full video online. parallel lines, similarity, etc.). Developing a mathe-
matical task that explores these properties provides
not only opportunities for mathematically rich discus-
sion but also space to talk with students about connec-
tions between symbols and identity, serving as a tool
to rehumanize mathematics (Goffney, Gutiérrez, and
Video 2  n Interview with Monica Helms
A Boston 2018).
(https://youtu.be/UJ-Rq3Bl_UY)
Designing the Task
The elementary school task I designed was inspired by
my own noticing and wondering about the symmetrical
properties of the flag. In searching the elementary grades
Common Core State Standards (NGA Center and CCSSO
2010) for geometry, I located the following standard:

CCSS.Math.Content.4.G.A.3: Recognize a line

of symmetry for a two-dimensional figure as a
line across the figure such that the figure can
Watch the full video online.
be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of
symmetry.

While looking at the Progress flag in relation to this

Video 3  hiladelphia’s More Color
P standard, I wondered if students who had previously
More Pride Campaign learned the “rules” of how many lines of symmetry
(https://youtu.be/0EiZmcel9po) exist in various polygons (squares, rectangles, trian-
gles, etc.) would at first think that the flag had two lines
of symmetry since it is rectangular in shape. A discus-
sion of the flag might correct that misconception. I
also wondered how many students would identify the
line connecting the yellow and green stripes as a line
of symmetry. I had, at first glance, identified this as a
line of symmetry but then began wondering, “Do the
colors matter?” If the colors matter, then the flag has
no line of symmetry. If the colors do not matter, then
Watch the full video online. the flag does have a line of symmetry. Looking back at
the standard did not help me answer this question. The

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standard makes note of “matching parts,” but what does professions, etc.). Students would be invited to share
it mean to match? Do colors matter in a match? These what they know about these symbols, allowing the
felt like questions a fourth grader would pose. How teacher to assess their understanding of the symbols’
might a teacher handle such questions? significance. Next, the teacher would facilitate a class
As I researched to solve my conundrum, I discussion on the importance of symbols and how, for
­discovered that my question was related to concepts some, symbols are seen as a connection to an individ-
of abstract algebra, specifically related to the math- ual’s identity. Students would be invited to share any
ematical art of Escher (EscherMath 2015). Two symbols with which they find connection, and how
terms used to describe symmetry in such settings, those symbols are related to their identity. The teacher
color-­preserving symmetry and symmetry of the out- can also invite students to notice the mathemati-
line, seemed accessible to a fourth grader. Color- cal properties of the symbols (e.g., “What shapes are
preserving symmetry is described as “points that involved?” “Is there any symmetry?”) to have students
correspond under each symmetry are the same color” begin “mathematizing” the images. Following this dis-
(para 1. under “Color and Symmetry”) and symme- cussion, the teacher would show students an image of
try of the outline as “[a] symmetry you would get by the Progress flag, discussing its meaning and history
completely ignoring the colors” (para. 1 under “Color (see discussion earlier in this article). Part 1 of the task
and Symmetry”). I ­developed the Progress Pride Flag would be launched after this discussion.
task (see figure 2) with my above wonderings and Part 1 has students consider the shapes included
­discoveries in mind. within the flag’s design, the attributes of those
shapes, and if they notice any lines of symmetry.
Enacting the Task Students should be encouraged to work on part 1 in
Before a teacher introduces the Progress Pride Flag pairs or small groups and then come back together
task, I envision that they would first show students to discuss as a class. While working in their groups,
a number of symbols, some with which they may students might benefit from receiving a paper copy
be familiar and some with which they may not (e.g., of the flag for use during their symmetry investi-
flags from various countries or cities, religious sym- gation. Upon reconvening the class for discussion,
bols, gender identity symbols, symbols associated with the teacher would elicit students’ understanding of

Fig. 2

The author developed the Progress Pride Flag task with her own wonderings in mind.

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the three questions for part 1. In discussing the last QUEER THEORY INSPIRED PEDAGOGY
­question, the teacher should assess any misconcep- The above examples, in which the focus is to increase
tions that students might have (e.g., “There are two LGBTQ+ representation, are referred to by Rands
lines of ­symmetry because the flag is a rectangle”). (2009) as the add-queers-and-stir approach. Although
During the discussion of the last question is when this method provides windows and mirrors of LGBTQ+
­students may ask the previously posed question, identities, some might argue that increasing represen-
“Do the colors matter?” If a student does not pose tation does not do enough to dismantle the power hier-
this question, the teacher should pose the question archies of society’s heteronormative and cisnormative
to probe their thinking for part 2. This would also be framework and is bound to fall short of a truly inclu-
an opportunity to go back and review the class defi- sive curriculum (Rands 2009; Gunckel 2009). As a queer
nition of ­symmetry (particularly if the “matching Latinx woman who never saw my own identity repre-
parts” ­definition of the Common Core State Standard sented in my K–12 schooling, I agree with this assess-
is used) and ­discuss the importance of precision in ment. Consequently, I have struggled over the last few
mathematical definitions. years to find an approach that moves beyond inclusion
Before introducing part 2 of the task, the teacher and works to rehumanize mathematics for all students.
would introduce the definitions of color-preserving To address shortcomings of the add-queers-and-
symmetry and symmetry of the outline. The Progress stir approach, Rands suggests a method referred to
Pride flag would be used to conceptualize these defi- as mathematical inqu[ee]ry, inspired by queer theory
nitions because it is an example of symmetry of the and queer pedagogy. Unlike the add-queers-and-stir
outline, but not of color-preserving symmetry. After approach, which attempts to normalize various sexual-
this discussion, the teacher would allow students to ities and gender identities, queer theory calls for reject-
attempt part 2, again in pairs or small groups. After ing notions of normal (Jagose 1996). Queer pedagogy
attempting part 2 in their groupings, students would describes the application of queer theory to teaching
reconvene for a whole-class discussion. The first ques- practice and calls into question the nature of knowl-
tions allow students to create their own examples and edge and learning (Britzman 1995) in much the same
nonexamples of each of the newly introduced defini- way as teaching through inquiry (Gunckel 2009; Nelson
tions. During the class discussion of such examples 1999). A queer pedagogy works to expose and disrupt
and nonexamples, it may be interesting to ask students the power hierarchies of education by bringing into
if an image that has color-preserving symmetry always question the knowledge and ways of learning that we
has symmetry of the outline and vice versa. This might
also serve as an extension question for groups that fin-
ish part 2 before their peers.
The final question in part 2 assesses students’
­ability to draw line symmetrical figures and revisits the
idea of a flag’s connection to identity. To revisit these
connections, the teacher would ask, “What is the sig-
nificance of the colors of the Progress flag? How would
changing the colors change the meaning?” Such ques-
Some might argue that
tions allow students to remember the significance of increasing representation
LGBTQ+ identity that this flag represents. The question
also leads to part 3, which invites students to create a does not do enough to
flag that represents some aspect(s) of their own identity
and contains at least one line of symmetry. They are dismantle the power
asked to identify their line(s) of symmetry as a symme-
try of the outline or a color-preserving symmetry. Parts
hierarchies of society’s
1 and 2 of the task were completed in small groups
or pairs, but students should be encouraged to create
heteronormative and
their own individual flags for part 3. These flags would cisnormative framework.
then be presented and displayed in the classroom
upon completion.

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have internalized, both inside and outside of school. mathematical inqu[ee]ry serves as a tool to rehumanize
In relation to gender and sexuality, Keenan (2017) dis- mathematics not only for Latinx, Black, and Indigenous
cusses such internalized notions as “scripts” about our students but also for LGBTQ+ students.
bodies and explains how such scripts are learned from
the onset of children’s education, namely, in the gen- How Might One Engage in Mathematical Inqu[ee]ry?
der roles and norms that are reinforced as “normal.” Rands’s conception of mathematical inqu[ee]ry extends
In essence, the add-queers-and-stir approach seeks to beyond gender and sexuality (Rands provides exam-
add certain marginalized identities to the “script” of ples of queering time and measurement as a means of
identities that our society deems normal or acceptable. mathematical inqu[ee]ry). However, my discussions of
As a result, other identities will remain at the margins. mathematical inqu[ee]ry in this article will remain lim-
A queer pedagogy resists this temptation and instead ited to gender and sexuality in order to illustrate what
serves to reject (rather than revise) such scripts and such a practice may look like in the classroom. To begin
resists replacing them with new notions of normal. this process, I turn to Waid and Turner (forthcoming),
Applying this to mathematical pedagogy, Rands who developed cross-disciplinary questions that teach-
(2009) describes mathematical inqu[ee]ry as “question- ers might use to interrogate gender and sexuality in
ing the tasks, the strategies, the very ways of thinking classroom texts. Those questions include the following:
and doing mathematics, as well as the way mathemat-
ics is used to interpret and act in the world” (p. 186). 1. What do you notice?
This brings to mind Su’s (2020) description of mathemat- 2. What do you wonder?
ical explorers. Su argues that exploration is a key compo- 3. What is the context?
nent to human flourishing and, “the only requirement 4. What genders are represented, and how are they
to be a math explorer is the ability to ask questions like presented?
Why? and How? and What happens if . . . ? All children 5. Who is included in the represented genders and
do this, yet somewhere along the way, some stop ask- who is not?
ing questions” (pp. 25–26). Mathematical inqu[ee]ry, as 6. What other genders are there?
described by Rands, encourages a pedagogy that nur- 7. What would considering other gender identities
tures this natural tendency to question and supports (not just male and female) add to our understand-
children to flourish as mathematical explorers. ing? (p. 14)
Rands’s description of mathematical inqu[ee]ry also
brings to mind the eight dimensions of rehumaniz- To conceptualize the use of these questions in math-
ing mathematics for Black, Indigenous, and Latinx stu- ematics, I return to the couples problem presented in
dents, as discussed by Gutiérrez (2018). By its questioning the opening scenario. Turner and Waid’s first two pro-
nature, mathematical inqu[ee]ry is related to dimen- posed questions are simply an “I Notice, I Wonder” rou-
sion 1 (participation and positioning) because adopting tine (NCTM, n.d.), allowing teachers to glimpse how
a questioning stance shifts the power hierarchies within students conceptualize the problem, with a focus on
the classroom, allowing students to take the ownership the mathematics and the elements of gender and sex­
of their learning. The practice also acknowledges and uality present. In the couples problem, the third ques-
encourages students to tap into their funds of knowledge, tion, “What is the context?”, might refer to the physical
in relation to both their cultures and lived experiences context of the problem (school dance), the “boys and
(dimension 2). Similarly, mathematical inqu[ee]ry recog- girls” at the dance, or the mathematical concepts and
nizes mathematics as a living practice (dimension 4) by tools that the students have already encountered and
allowing students to see mathematics as “full of not just possess. All these factors influence the assumptions
culture and history, but power dynamics, debates, diver- that students make as they engage with the problem.
gent answers, and rule breaking” (p. 5). Additionally, it The fourth, fifth, and sixth questions serve to chal-
encourages students to broaden mathematics (dimen- lenge the assumptions that students made in their initial
sion 6) by questioning its very essence. Such questioning reading of the problem. While discussing these ques-
will likely promote creation (dimension 5), by ultimately tions, students would also benefit from questions about
“encourag[ing] students to invent new algorithms or sexuality (e.g., “What is the nature of a couple?”) and
forms of doing mathematics that are consistent with their who is included in the terminology of “boy” or “girl”
own values” (p. 5). By tapping into these dimensions, in the problem. This is where a mathematics teacher

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might also pose the question, “What assumptions might question, “What is the context?” and instead ask, “What
we make and why is it important to acknowledge our information are we given?” and “What are we trying to
assumptions before we attempt a problem?” The final find?” This is when students might focus on the num-
question, “What would considering other gender iden- ber of boys or girls in the problem and the desired
tities (not just male and female) add to our understand- ­outcomes of total students (in problem 1) or the number
ing?” might be an entry point to discuss how one might of boys (in problem 2). Next, the teacher might ask,
reframe the problem to broaden their thinking and how “What genders are included in the problem? What
this would change the mathematics required. After such ­genders are not?” These questions are similar to Turner
discussion, students might be encouraged to revise the and Waid’s cross-disciplinary questions 4 and 5.
problem and solve their revision. Students could respond in a number of ways. They
Posing such questions in relation to the couples prob- might think in terms of whether or not numbers are
lem serves two purposes. The first is to teach students given for the boys or girls. For example, a fifth-grade
that mathematics can (and should) be used to critically student might say neither boys nor girls are included
engage with the world. Second, this sort of engagement in the problem because an exact number of girls are
allows students to consider the importance of assump- not given (though it can be found) and you have not yet
tions within a mathematical context, and how our bias solved for the number of boys. Such a response informs
might affect our assumptions, even in mathematics. a teacher that the initial questions may need rephrasing
Although the couples problem may be more suitable or further explanation for this student.
for middle or high school students, Waid and Turner’s Students might also answer that all genders are
(forthcoming) questions may be adapted for use at the included since both boys and girls are mentioned. Such
elementary level. I will illustrate such an adaptation in a response would expose what students have internal-
reference to two problems (shown below), from the New ized about the concept of gender. Additionally, if stu-
York State Department of Education’s (2015a; 2015b) dents have learned about genders outside of the boy/
EngageNY curriculum for grades 3 and 5 (respectively). girl binary, know someone who identifies outside of that
binary, or they themselves identify outside of the binary,
Problem 1: “There are 83 girls and 76 boys in the they may indicate that nonbinary, gender fluid, agender,
3rd grade. How many total students are in the or some other gender identity is not represented in this
3rd grade?” (p. 20) problem. Either of these scenarios enables a teacher
to introduce (or reinforce) students’ broadening con-
Problem 2: “There are 48 students going on a ceptions of gender (WelcomingSchools.org has excel-
field trip. One-fourth are girls. How many boys lent resources for this). This allows the teacher to pose
are going on the trip?” (p. 109) Turner and Waid’s sixth cross-disciplinary question,
“What other genders are there?” (p. 14).
These problems may not contain elements of sex- Once students have reviewed or learned about
uality, but they both reinforce binary conceptions genders outside of the binary, the teacher might ask,
of gender. An elementary school teacher taking an “How would thinking about other genders (not only
add-queers-and-stir approach might omit these prob- male and female) change this problem?” This is a
lems from their curriculum, rewrite the problems slight adaptation of Turner and Waid’s final cross-
to include greater gender representation, or rewrite disciplinary question. The teacher might help students
the problems to omit gender entirely (e.g., If there think about this question by encouraging them to con-
are 83 green boxes and 76 blue boxes, how many total sider certain elements of the problem (e.g., What does
boxes are there?); however, a teacher engaging in “total” mean? How can we find a total if we have only
mathematical inqu[ee]ry might use the problems to the number of boys and the number of girls?). This
work toward dismantling students’ developing scripts complicates students thinking and helps them think
about gender. like a mathematician, considering a broader (more
Using Waid and Turner’s (forthcoming) cross- realistic) range of variables. After discussing students’
disciplinary questions, a teacher would begin asking ideas, the teacher might ask students to rewrite the
students questions one and two, “What do you notice?” problem in a way that makes more sense, given the
and “What do you wonder?” in relation to the prob- existence of more than two genders, and then solve
lem. Next, an elementary teacher might adapt the third their problem. Such a task is open-ended, so students

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will likely rectify the underlying binary assump- CONCLUSION

tion of the EngageNY (New York State Department of This article presents a number of ways that mathemat-
Education 2015a, 2015b) problems in a variety of ways. ics teachers can support LGBTQ+ students. Such strat-
For example, one student might write a problem that egies begin with teachers educating themselves on the
includes other genders (e.g., nonbinary); another stu- terminology and experiences of LGBTQ+ people and
dent might simply include a statement such as “There creating inclusive classroom spaces for their LGBTQ+
are only boys and girls in this class” (thus acknowledg- students (resources for this have been included in
ing that other genders do exist). appendix A). In addition to these items, teachers have
Although the previous two examples described been presented with two mathematics-specific means
possible progressions at the secondary and ele- of supporting LGBTQ+ students: (1) LGBTQ+ inclusive
mentary levels, for using Turner and Waid’s cross-­ curriculum and (2) queering their pedagogy. Although
disciplinary questions, we should not expect teachers must decide for themselves how, when, and to
mathematical inquiry to be prescriptive. Instead, the what extent to implement these strategies in their class-
questions are a basis that teachers might use to probe room, it is important to remember that all of us can do
into students’ thinking. As teachers use some or all something to support LGBTQ+ youth. As scholar shea
the questions to elicit student ideas, they must make martin (2019) notes,
sure that they are using those ideas to determine the
trajectory of the discussion and not simply sticking to We must no longer depend on the outness of
a script of the cross-disciplinary questions. We must LGBTQ+ educators and students to determine
not treat ­mathematical inqu[ee]ry as if the teacher is the need for inclusion in our learning spaces. As
learning knowledge about LGBTQ+ people and then a community, we are all responsible for inclu-
transmitting that knowledge to their students. Our sion and making our LGBTQ+ students feel seen,
students have their own ideas about gender and sex- heard, and affirmed (regardless of their visibil-
uality, and even if we are unaware of any LGBTQ+ ity). (para. 10–11)
­students in our classroom, it is likely that they are
there. Mathematical inqu[ee]ry instead should be used It is every teacher’s responsibility to prevent students
as a tool to amplify student voices and to help LGBTQ+ from developing the belief that their LGBTQ+ identities
students feel valued as members of our mathematical have no place in mathematics, as I was led to believe in
communities. my own K–12 education. _

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