Twin Skin of Raza Learners: Race, Language, and Mathematics

Author:
Stacy R. Jones University of Texas, Austin

Search for other papers by Stacy R. Jones in
Current site
Google Scholar
PubMed
Close
and
Carlos Nicolas Gomez Marchant University of Texas, Austin

Search for other papers by Carlos Nicolas Gomez Marchant in
Current site
Google Scholar
PubMed
Close

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.

  • Collapse
  • Expand
Mathematics Teacher: Learning and Teaching PK-12
  • Anzaldúa, Gloria. 1987. Borderlands/La Frontera: The New Mestiza. San Francisco, CA: Aunt Lute.

  • Bullock, Erika. 2019. “Mathematics Curriculum Reform as Racial Remediation." In Critical Race Theory in Mathematics Education, edited by Julius Davis and Christopher C. Jett, pp. 7597. New York: Routledge.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Martínez, Elizabeth. 2017. De Colores Means All of Us: Latina Views for a Multi-Colored Century. New York: Verso.

  • Picower, Bree. 2009. “The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies." Race Ethnicity and Education 12, no. 2 (June): 197215.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Stinson, David. 2004. “Mathematics as “Gate-Keeper" (?): Three Theoretical Perspectives That Aim toward Empowering All Children with a Key to the Gate." The Mathematics Educator 14, no. 1 (January): 818.

    • Search Google Scholar
    • Export Citation
  • Yosso, Tara J. 2006. Critical Race Counterstories along the Chicana/Chicano Educational Pipeline. New York: Routledge.

All Time Past Year Past 30 Days
Abstract Views 852 164 19
Full Text Views 392 18 0
PDF Downloads 653 114 1
EPUB Downloads 0 0 0