Through a composite counter-story from the perspective of fifth-grade Raza learners, the authors show how race and language play a role in the mathematics classroom.
Bullock, Erika.2019. “Mathematics Curriculum Reform as Racial Remediation." In Critical Race Theory in Mathematics Education, edited by JuliusDavis and Christopher C.Jett, pp. 75–97. New York: Routledge.
Bullock, Erika.2019. “Mathematics Curriculum Reform as Racial Remediation." In Critical Race Theory in Mathematics Education, edited by JuliusDavis and Christopher C.Jett, pp. 75–97. New York: Routledge.10.4324/9781315121192-6)| false
Picower, Bree.2009. “The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies." Race Ethnicity and Education12, no. 2 (June): 197–215.
Picower, Bree.2009. “The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies." Race Ethnicity and Education12, no. 2 (June): 197–215.10.1080/13613320902995475)| false
Stinson, David.2004. “Mathematics as “Gate-Keeper" (?): Three Theoretical Perspectives That Aim toward Empowering All Children with a Key to the Gate." The Mathematics Educator14, no. 1 (January): 8–18.
Stinson, David.2004. “Mathematics as “Gate-Keeper" (?): Three Theoretical Perspectives That Aim toward Empowering All Children with a Key to the Gate." The Mathematics Educator14, no. 1 (January): 8–18.)| false