Education researchers have long wrestled with the interplay of oppressive structures and individual agency in reproducing, sustaining, and contesting marginalization. In this article, we suggest that Weis and Fine’s construct of critical bifocality may assist researchers in understanding and addressing marginalization in mathematics education. We conduct a conceptual review of existing mathematics education literature that accounts for both structure and agency in theorizing marginalization. By reading this literature alongside Weis and Fine’s 2012 article, we develop four criteria for operationalizing critical bifocality in mathematics education research. The findings from this review highlight the interconnectedness of structures and individual lives, of the material and ideological elements of marginalization, of intersectionality and within-group heterogeneity, and of histories and institutions. Additionally, they offer theoretical and methodological recommendations for researchers studying marginalization in mathematics education.

长期以来，教育研究人员一直在努力解决压迫性结构和个人机构在再生产、维持和对抗边缘化方面的相互作用。在本文中，我们建议 Weis 和 Fine 的批判双焦点构造可以帮助研究人员理解和解决数学教育中的边缘化问题。我们对现有的数学教育文献进行了概念性回顾，这些文献解释了边缘化理论的结构和代理。通过阅读这些文献以及 Weis 和 Fine 2012 年的文章，我们制定了四个标准，用于在数学教育研究中实施批判性双焦点。本次审查的结果强调了结构和个人生活、边缘化的物质和意识形态因素的相互联系，交叉性和组内异质性，以及历史和制度。此外，他们还为研究数学教育边缘化的研究人员提供了理论和方法上的建议。