We give attention to the racial contexts of mathematics education in Colombia and the USA. We discuss the particularities of these contexts but also explore the how in both contexts Blackness and ...Black people are relegated to the lower rungs of the social order. In offering this comparative analysis, we call for expanded research on race, racism, and mathematics education in global contexts.
This article describes and explains shifts in participation among eight mathematically successful Latina undergraduate students who were enrolled in a culturally diverse calculus I workshop that was ...part of a university-based Emerging Scholars program. Two questions are explored: (a) How do students explain success-oriented shifts in participation that occurred over time in the workshop setting? and (b) How were these success-oriented shifts related to students' evolving mathematical and racial identities? Drawing on Wenger's (1998) social ecology of identity framework, the analysis shows that participants constructed strengthened identities of participation over time through three modes of belonging (engagement, imagination, and alignment) within two dimensions (identification and negotiability). Given the predominantly White university context, Latina Critical Theory was used to help uncover how strengthened participation was related to what it meant for participants to be Latina. Findings also support intentional collaborative learning environments as one way to foster mathematics success and positive identity development among Latina students.
Positioning Oneself in Mathematics Education Research D'Ambrosio, Beatriz; Frankenstein, Marilyn; Gutiérrez, Rochelle ...
Journal for research in mathematics education,
01/2013, Letnik:
44, Številka:
1
Journal Article
Recenzirano
This dialogue, also extracted from a conversation among members of the Equity Special Issue Editorial Panel, involves the role of a researcher's position in mathematics education. It raises issues ...about the non-neutrality of research; the relationship between a researcher's identity and the design, analysis, and conclusions of a research study; the benefits for researchers and participants in positioning oneself; and the role of mathematics education in this endeavor.
Introduction to the JRME Equity Special Issue D'Ambrosio, Beatriz; Frankenstein, Marilyn; Gutiérrez, Rochelle ...
Journal for research in mathematics education,
01/2013, Letnik:
44, Številka:
1
Journal Article
Recenzirano
This article provides an introduction to the JRME Equity Special Issue. It includes a rationale for the special issue, the process for selecting articles, and a description of the kinds of articles ...that will appear in the special issue. It concludes with a set of questions that teachers and researchers can and should ponder as they read the articles in the special issue.
In My Opinion: Does Race Matter? Martin, Danny Bernard
Teaching children mathematics,
10/2009, Letnik:
16, Številka:
3
Journal Article
Recenzirano
To the detriment
of young African American learners, racial achievement gap rhetoric impacts social constructs in American classrooms. In my opinion, recent mathematics education reforms, despite ...equity-oriented rhetoric expressing concern for all children (NCTM 1989, 2000; RAND Mathematics Study Panel 2003), have instead helped foster an environment where African American children continue to be viewed as intellectually inferior and mathematically illiterate, usually in relation to children who are identified as white or Asian.
Does race matter? Martin, Danny Bernard
Teaching children mathematics,
10/2009, Letnik:
16, Številka:
3
Journal Article
Recenzirano
To the detriment of young African American learners, racial achievement gap rhetoric impacts social constructs in American classroom. Here, Martin points out that a necessary step in countering these ...negative social constructs is to acknowledge that racism is a major factor contributing to these impoverished views of African American children. He emphasizes that taking this step requires exposing the underlying racist ideology that accompanies the discourse of a racial achievement gap in mathematics and what this ideology does to African American children and to teachers.
This article introduces the JRME Equity Special Issue. It includes a rationale
for the issue, the process of selecting articles, and a description of the
articles that will appear in the special ...issue. It concludes with a set of
questions that teachers and researchers can and should ponder as they read these
articles.
Positioning Oneself in Mathematics Education Research D'Ambrosio, Beatriz; Frankenstein, Marilyn; Gutiérrez, Rochelle ...
Journal for research in mathematics education,
01/2013, Letnik:
44, Številka:
1
Journal Article
Recenzirano
This dialogue, also extracted from a conversation among members of the Equity
Special Issue Editorial Panel, involves the role of a researcher's position
in mathematics education. It raises issues ...about the non-neutrality of research;
the relationship between a researcher's identity and the design, analysis,
and conclusions of a research study; the benefits for researchers and
participants in positioning oneself; and the role of mathematics education in
this endeavor.
Addressing Racism D'Ambrosio, Beatriz; Frankenstein, Marilyn; Gutiérrez, Rochelle ...
Journal for research in mathematics education,
01/2013, Letnik:
44, Številka:
1
Journal Article
Recenzirano
This dialogue, extracted from a conversation among some members of the Equity
Special Issue Editorial Panel, concerns racism in mathematics education. It
raises issues about the use of various terms; ...about fields of research outside
of mathematics education; and about the kinds of racialization processes that
occur for students, teachers, and researchers. The social context of students,
the achievement gap, and the role of mathematics education in the production of
race are also discussed.
In this paper, we present a case study of a mathematically successful Black male named Rob. This case comes from a larger study involving 23 Black college students who had successfully negotiated the ...mathematics pipeline. Rob had recently obtained a PhD in applied mathematics, one of approximately seven Black Americans to do so in the year of his graduation. We highlight Rob's story in order to investigate the question- what does it mean to be a Black male in the context of mathematics learning and participation? The stories of Black men who have traveled far down the road of mathematics can be particularly powerful because they can reflect on their experiences and provide retrospective, first-hand understandings of what it means to endure and persist. We explore a number of themes characterizing Rob's experiences as a Black male and as a doer of mathematics. We give special attention to issues of racial identity, both in terms of Rob's assertion of his identity as well as the assaults that were made on that identity across various time periods and contexts of Rob's life.
