Critical Race Theory in Mathematics Education

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.

• 1. Inserting Mathematics into Critical Race Theory in Education: An Exploration of William F. Tate’s Scholarship 2. "Critical What What?" Critical Race Theory and Mathematics Education 3. Refusing Systemic Violence Against Black Children: Toward a Black Liberatory Mathematics Education 4. Daija’s Awakening: Critical Race Theory and Afrofuturism in Mathematics Education 5. Mathematics Curriculum Reform as Racial Remediation: A Historical Counterstory 6. Using Critical Race Theory to Unpack the Black Mathematics Teacher Pipeline 7. To View Mathematics through a Lens Darkly: A Critical Race Analysis of Mathematical Proficiency 8. Antiblackness is in the Air: Problematizing Black Students’ Mathematics Education Pathways from Curriculum to Standardized Assessments 9. Using Personal Narratives to Elucidate My CRT(ME) Journey 10. Using Critical Race Theory as a Pedagogical, Theoretical, Methodological, and Analytical Tool in Mathematics Education for Black Students in Urban Areas

"This book addresses critical issues in mathematics education research by using mathematics as a context to foreground the racialized experiences of Black learners. The chapters in this book transcend traditional boundaries in mathematics education research by moving readers to "see" through a critical race theory lens on issues impacting the experiences of learners who are marginalized. Common to work arising from critical race theory, the contributors center race and racialization in their analysis of issues impacting mathematics teaching and learning."—Dr. Robert Q. Berry, III, Professor of Mathematics Education, University of Virginia and President, National Council of Teachers of Mathematics"This volume brings together critical education researchers across an array of research agendas who use CRT to challenge the current state of affairs in mathematics education. Education researchers and graduate students will be equipped with critical insights to use CRT more systematically to build race-related knowledge in the field."—Dr. Ebony O. McGee, Association Professor of Diversity and STEM Education, Vanderbilt University