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Abstract Title: A Race-Identity Perspective on Mathematics Learning and Participation
Abstract: I discuss how race and identity have emerged as primary considerations in my research and teaching. This program spans twenty years and has focused on mathematics learning and participation among African American adults and adolescents in school and non-school contexts. While mainstream mathematics education research has conceptualized learning and participation as cognitive and cultural activities, my work pushes these perspectives to consider mathematics learning and participation as racialized forms of experience; that is, as activities structured by the larger relations and discourses of race that exist in the broader society. For many African American learners, African American identity has served as a marker for degradation in mainstream research and policy contexts. Meanwhile, the concept of race has remained undertheorized. One consequence is a widely accepted, yet uncontested, racial hierarchy of mathematical ability that constructs African American learners as mathematically illiterate relative to other learners. My work challenges these constructions.
Abstract Type: Invited Talk

Author/Organizer Information

Primary Contact: Danny B. Martin
University of Illinois - Chicago