In a Forum article entitled “Coloring the Equation: Minorities and Mathematics” in the January 1983 JRME, I suggested that our inability to understand the differences between racial groups in how they participate in and learn mathematics may stem from several questionable assumptions underlying much of the existing research. Such assumptions need to be challenged. I also expressed concern that so few members of minority groups have been involved as researchers in studies of minorities. This special issue of the JRME is a response to these concerns.

Journal for Research in Mathematics Education

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