| Description |
1 online resource |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of illustrations; Contributors; Acknowledgments; Foreword; Introduction; Background; CRT Scholarship in Mathematics Education; Overview of CRT(ME); References; 1. Inserting Mathematics into Critical Race Theory in Education: An Exploration of William F. Tate's Scholarship; An Exploration of Tate's Scholarship Conjoining CRT and Mathematics Education; An Email Interview with Tate about CRT and Mathematics Education; Conclusion; References; 2. "Critical What What?" Critical Race Theory and Mathematics Education |
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Blackness and Mathematics Education in the Mid-20th CenturyMathematics for All; The Road to Standardization; New Math and Back to Basics; The Standards Movement; Standardization, Equity, and Racial Remediation; Conclusion; Notes; Acknowledgement; References; 6. Using Critical Race Theory to Unpack the Black Mathematics Teacher Pipeline; Introduction; Researcher Positionality; Relevant Literature; CRT and The Black Mathematics Teacher Pipeline; The Diversity Imperative; Mathematics Pre-service Teacher Preparation and Whiteness as Property |
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Critical What What?CRT and Mathematics Education; A Classroom Vignette; What Do You See?; Looking Forward; References; 3. Refusing Systemic Violence Against Black Children: Toward a Black Liberatory Mathematics Education; Introduction; BlackCrit and the Specificity of AntiBlackness; Systemic Violence; Physical Violence; Symbolic Violence; Epistemological Violence; Radical Imagination of a Black Liberatory Mathematics Education; Framing: Beyond Inclusion to Liberation; Exercising the Right of Refusal: Revolution over Reform; Practice of a Black Liberatory Mathematics Education; Conclusion |
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Recruitment and Distribution of Black Mathematics Teachers and IntersectionalityEssentializing Black Male Teachers; The Double-Edged Sword of Kinship and its Impact on Black Female Teachers; Mathematics Teacher Retention and its Relationship to Interest Convergence; Black Mathematics Teacher Attrition and the Permanence of Racism; Behavior Managers vs. Pedagogues; Fiscal and Professional Conditions; Implications; Conclusion; Acknowledgments; References; 7. To View Mathematics through a Lens Darkly: A Critical Race Analysis of Mathematical Proficiency; Prologue: Cedric's Roundelay |
| Summary |
Critical Race Theory in Mathematics Education brings together scholarship that uses critical race theory (CRT) to provide a comprehensive understanding of race, racism, social justice, and experiential knowledge of African Americans' mathematics education. CRT has gained traction within the educational research sphere, and this book extends and applies this framework to chronicle the paths of mathematics educators who advance and use CRT. This edited collection brings together scholarship that addresses the racial challenges thrusted upon Black learners and the gatekeeping nature of the discipline of mathematics. Across the ten chapters, scholars expand the uses of CRT in mathematics education and share insights with stakeholders regarding the racialized experiences of mathematics students and educators. Collectively, the volume explains how researchers, practitioners, and policymakers can use CRT to examine issues of race, racism, and other forms of oppression in mathematics education for Black children and adults |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Julius Davis is Associate Professor of Mathematics Education in the Department of Teaching, Learning, and Professional Development at Bowie State University. His research critically examines Black students' mathematics experiences and how policies shape their experiences. His research also focuses on Black mathematics teachers' content and pedagogical knowledge, academic and professional experiences, and policies that shape their praxis, and critical race theory permeates throughout his scholarship. Christopher C. Jett is Associate Professor of Mathematics Education in the Department of Mathematics at the University of West Georgia (UWG) in Carrollton, GA. In 2017, he became the first African American to earn tenure in UWG's College of Science and Mathematics. His research investigates the experiences of high-achieving African American male STEM majors at different institution types coupling critical race theory with qualitative methods. His current research project has been funded via the National Science Foundation's prestigious Early Career Development (CAREER) Award. Dr. Jett's research utilizing critical race theory has been published in the Journal of Black Studies, the Journal of Urban Mathematics Education, Spectrum: A Journal on Black Men, and the Journal for Research in Mathematics Education (in press). He is the 2019 Association of Mathematics Teacher Educators (AMTE) Early Career awardee, and he has a host of other distinguished accomplishments as an emerging mathematics education scholar |
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Description based on online resource; title from PDF title page (EBSCO, viewed May 3, 2019) |
| Subject |
African Americans -- Education
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Mathematics -- Study and teaching -- United States
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Racism in education -- United States
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African Americans -- Education.
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EDUCATION / Administration / General
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EDUCATION / General
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EDUCATION / Organizations & Institutions
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Mathematics -- Study and teaching.
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Racism in education.
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United States.
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| Form |
Electronic book
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| Author |
Davis, Julius, editor
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Jett, Christopher C., editor
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| ISBN |
1315121190 (electronic bk.) |
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1351356143 (electronic bk. : Mobipocket) |
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1351356151 (electronic bk. : EPUB) |
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135135616X (electronic bk.) |
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9781315121192 (electronic bk.) |
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9781351356145 (electronic bk. : Mobipocket) |
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9781351356152 (electronic bk. : EPUB) |
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9781351356169 (electronic bk.) |
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