Abstract

In this chapter, we trouble the traditional separation of axiology, ontology, and epistemology in mathematics education research by drawing together three researchers who posit an entanglement of these worlds. We use a diffractive methodology to look for patterns within the insights of Luis Radford on the ethics of mathematics teaching and learning, the work of Rochelle Gutiérrez on Indigenous ways of being-and-acting in the world and the associated mathematics (living mathematx), and the quantum physics derived ethico-onto-epistemology proposed by Karen Barad. Exploring the reinforcements that emerge suggests that an ethics in mathematics education might include not only the teachers, the students, and the world, but also the performance and existence of mathematics itself—the joyful, the frustrating, the inhuman, and the unknowable.