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The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice
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Leonard, Jacqueline; Brooks, Wanda; Barnes-Johnson, Joy; Berry, Robert Q., III. – Journal of Teacher Education, 2010
Mathematics is not a race-neutral subject. Access and opportunity in mathematics for students of color in the United States continue to be limited. While a great deal of attention has been given to increasing the number of underrepresented minority students in the mathematics pipeline, there is little consideration of who they are as learners or…
Descriptors: Mathematics Education, Social Justice, Culturally Relevant Education, Minority Groups