Chapter 2: Political Conocimiento for Teaching Mathematics: Why Teachers Need It and How to Develop It¹

Contrary to popular belief and research, addressing equity in mathematics education will not simply come once teachers understand the content they are to teach; when they find accessible, quality, or motivating activities and instructional strategies to use with students; or even when they develop meaningful relationships with students. Many teachers find their biggest struggle lies in understanding and negotiating the politics in their everyday practice. This is particularly true in mathematics, where teachers may expect their work to be straightforward—universal and culture free (Martin, 1997; Powell & Frankenstein, 1997). Teachers have not been trained to negotiate their local politics. Even teachers who have shown substantial success with students, especially ones who historically have been excluded from mathematics, suggest their knowledge of content, pedagogy, and students is not enough to maintain that success. Politics get in the way, their work is undermined, or they leave the profession.