Research on race and mathematics education has a long and complex history, with work in this area recently being invigorated by the sociopolitical turn in mathematics education. Martin, Anderson, and Shah critically review approaches to studying race in mathematics education, identifying several themes that have guided recent research. They synthesize findings about the relationships between mathematics learning and teaching and students’ and teachers’ racial/racialized experiences. The chapter concludes with recommendations for conducting research on race and mathematics education. 

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