With issues of equity at the forefront of mathematics education
research and policy, Mathematics Teaching, Learning, and Liberation
in the Lives of Black Children fills the need for authoritative,
rigorous scholarship that sheds light on the ways that young black
learners experience mathematics in schools and their communities.
This timely collection significantly extends the knowledge base on
mathematics teaching, learning, participation, and policy for black
children and it provides new framings of relevant issues that
researchers can use in future work. More importantly, this book
helps move the field beyond analyses that continue to focus on and
normalize failure by giving primacy to the stories that black
learners tell about themselves and to the voices of mathematics
educators whose work has demonstrated a commitment to the success
of these children.
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