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Hinging Prejudices and Stereotypes in Mathematics.

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Summary

This study introduces a new framework to understand how social identity biases impact knowledge creation in mathematics. It aims to reduce epistemic injustice and harm by analyzing credibility and justification.

Keywords:
Hinge epistemologyMathematical hingesMathematical practicesPrejudicesTestimonial injustice

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Area of Science:

  • Epistemology
  • Philosophy of Mathematics
  • Social Studies of Science

Background:

  • Implicit biases related to social identity (gender, race, class, seniority, institutional affiliation) can influence knowledge production.
  • Existing hinge epistemology frameworks have not fully integrated mathematical practices with testimonial justification.

Purpose of the Study:

  • To develop a theoretical framework analyzing how social identity biases affect knowledge production stages.
  • To unify mathematical practices and testimonial justification within hinge epistemology.
  • To propose measures for ameliorating epistemic injustice and harm in mathematics.

Main Methods:

  • Utilizes hinge epistemology to model the role of inter-mathematical and extra-mathematical factors.
  • Analyzes how credibility and normative power are conferred or removed in mathematical contexts.
  • Integrates concepts from mathematical practices and testimonial justification.

Main Results:

  • A unified theoretical framework is proposed, connecting social identity biases to knowledge production.
  • Demonstrates how factors like stereotypes and prejudices influence mathematical credibility.
  • Identifies mechanisms by which biases confer or remove normative power from mathematical work.

Conclusions:

  • The developed framework offers a novel approach to understanding and addressing epistemic injustice in mathematics.
  • Provides a foundation for developing targeted interventions to mitigate bias in mathematical knowledge production.
  • Enhances understanding of the interplay between social factors and epistemic evaluation in science.