چکیده (انگلیسی):

Is the mathematics presented in textbooks, trade books and standardized tests neutral? Drawing from critical theory and feminist epistemologies, the purpose of this research is to examine mathematics curricular materials through the lens of two questions: “What is valued?” and “Knowledge for whom?” Findings indicate that mathematics texts contain multiple examples of problems that reify hegemony, the exploitation of people, and a marked disregard for the environment. This article includes ways mathematics educators can reconceptualize mathematics texts as inextricably linked to cultural reproduction and furthermore, to use these insights to build ways that mathematics educators can disrupt the current narratives of inequity, waste, exploitation and the privileging of particularly narrow perspectives in mathematics education and replace them with more equitable, inclusive, sustainable and critical perspectives.