CONCEPTUALIZING A FEMINIST POSTSTRUCTUAL DISCOURSE ANALYSIS STUDY: AN APPROACH TO GENDER RESEARCH.

The increased use of poststructural theories in mathematics education provides a pathway for novel methodological approaches. In this paper, I introduce feminist poststructural discourse analysis (FPDA) as a methodology to study the intersection of gender and racial inequities in mathematics education. Specifically, I explore one example of a conceptualization of such a study to understand gendered, racialized, mathematical discourses in a middle school classroom. [ABSTRACT FROM AUTHOR]