Edited
by Imani Goffney and Rochelle Gutiérrez
Placing Black, Latinx, and
Indigenous Students at the Center of Mathematics Education
Mathematics
education will never truly improve until it adequately addresses those students
whom the system has most failed. The 2018 volume of
Annual Perspectives in Mathematics Education (APME)series showcases the efforts of classroom
teachers, school counselors and administrators, teacher educators, and
education researchers to ensure mathematics teaching and learning is a humane,
positive, and powerful experience for students who are Black, Indigenous,
and/or Latinx. The book’s chapters are grouped into three sections:
Attending to Students’ Identities through
Learning
Professional Development That Embraces
Community
Principles for Teaching and Teacher
Identity
To turn
our schools into places where children who are Indigenous, Black, and Latinx
can thrive, we need to rehumanize our teaching practices. The chapters in this
volume describe a variety of initiatives that work to place these often
marginalized students—and their identities, backgrounds, challenges, and
aspirations—at the center of mathematics teaching and learning. We meet
teachers who listen to and learn from their students as they work together to
reverse those dehumanizing practices found in traditional mathematics
education. With these examples as inspiration, this volume opens a conversation
on what mathematics educators can do to enable Latinx, Black, and Indigenous
students to build on their strengths and fulfill their promise.
ABOUT Annual Perspectives in Mathematics Education (APME)
NCTM’s
flagship series is designed to provide a range of perspectives focused each
year on a timely topic in mathematics education. APME takes on important subjects and issues, thoughtfully
considered by a wide range of authors (including classroom teachers, university
researchers, and occasionally educators outside of mathematics education),
targeting a diverse audience that reflects NCTM’s membership, and featuring
chapters that span the pre-K–16 spectrum.