Wrestling with the Legacy of Stereotypes: Being African American in Math Class

2010 
In the introduction to this volume, Martin highlights several critical issues with respect to the way African American students are perceived and portrayed in mathematics education research. He argues that a critical focus for research ought to be documenting the experiences of African American students in math classes-and that such research should take seriously how African American students experience mathematics participation and learning as African Americans. In this chapter, we take up his challenge.
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