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Direct linkEmma C. Gargroetzi – Journal for Research in Mathematics Education, 2024
Multiply minoritized learners face racialized, gendered, and ableist hierarchies of mathematical ability that shape the organization of schools and classrooms and can significantly challenge access to identities as mathematical learners and practitioners as well as to fundamental human dignity. Classrooms and everyday interactions can perpetuate…
Descriptors: High School Students, Mathematics Education, Hispanic American Students, Gender Bias
