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Maci C. Nelson

see how mathematics is used in social justice situations and the power it has to communicate important ideas to effect change. Our students are very aware and passionate about issues of race and justice, poverty, homelessness, climate change, the

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Gerhard Sonnert, Melissa D. Barnett and Philip M. Sadler

independent variables were standardized. Control variables. Students’ demographic characteristics controlled for included gender (female = 0; male = 1), race or ethnicity, and parental education. Five categories of race or ethnicity were

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Patrice P. Waller and Alison S. Marzocchi

student must be invited into the mathematics community regardless of perceived talent, race, gender, ability status, or language. Teachers must work to cultivate students’ mathematical identity ( Williams 2018 ). Table 3 lists language related to

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resources, access to cognitively rich and relevant tasks, and mathematics learning outcomes continue to perpetuate race, class, language, and ability hierarchies ( Artiles, Klinger, and Tate 2006 ; Flores 2007 ; Gutiérrez and Irving 2012 ). Incremental

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Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer, James Hiebert and Arthur Bakker

opportunities than others ( Jackson & Wilson, 2012 ). There is also overwhelming evidence that the unequal access to high-quality learning opportunities is correlated with a number of interrelated social issues, such as ethnicity, race, culture, language

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sense of agency, and mathematical competence. Deficit views about some students’ intellectual potential, which are often based on students’ race, class, gender, perceived ability, status in the classroom, and other factors, should not be tolerated to any

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). Specific to race, Battey and Leyva (2018) suggest implicit racial attitudes that are “unconscious feelings and beliefs … [that] can reside in individuals or teachers even though they profess overt beliefs in being equitable” (p. 23) exist in today’s society

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Steven R. Williams

surrounding the evaluation and implementation of curriculum ( Confrey et al., 2008 ). Research reports attending to issues such as poverty, gender differences, race, and multilingual classrooms were discussed in the pages of JRME during my 4 years, and the

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Disparities in learning opportunities based on race, class, language, gender, and perceived mathematical ability are far too prevalent in school mathematics in North America and must be addressed. The evidence is compelling that students who are

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Frank K. Lester Jr.

of the year ( BBC News, 2017 ; Oxford University Press, 2016 ). Phenomena associated with these two terms were nowhere more apparent than in the 2016 U.S. presidential race in which post-truth politics and fake news became regular features of the