Rethinking equality in mathematics education with category theory

Authors

Kelly Paton

Volume

22

Issue

3

Abstract

To provide an alternative to the flattening operations of equality, which are prevalent not only in mathematics but also in our everyday world, I introduce the relational structures of category theory and their more nuanced notions of equivalence. Instead of defaulting to a binary assignation of equal or not-equal, equivalence posits that contextual relationships are integral to how we conceive of ‘same’ and ‘different’. I draw upon the ideas of philosophers who work against the erasure of diversity and offer ways to uphold difference while searching for commonalities. As I trace the sociopolitical implications of embracing an ontological framework built on relation, I re-imagine—in words and in spatial imaginaries—our conceptions of knowledge and assessment in mathematics education.

First Page

343

Last Page

374

Recommended Citation

Paton, Kelly (2025) "Rethinking equality in mathematics education with category theory," The Mathematics Enthusiast: Vol. 22 : No. 3 , Article 18.
DOI: https://doi.org/10.54870/1551-3440.1674
Available at: https://scholarworks.umt.edu/tme/vol22/iss3/18

Digital Object Identifier (DOI)

10.54870/1551-3440.1674

Publisher

University of Montana, Maureen and Mike Mansfield Library