Our research institutions in the US do an excellent job of both protecting participants and allowing researchers to ask and answer new questions. When a researcher embarks on a journey to examine educational spaces in another country, how does and IRB protect or hinder research attempts? This paper documents the journey of one researcher examining the line between researcher and friend. Questions are posed about protection of participants, power of the IRB, and how data might be collected or shared.
{"title":"Trip to Guatemala","authors":"Natalia Bailey","doi":"10.21423/jume-v16i2a561","DOIUrl":"https://doi.org/10.21423/jume-v16i2a561","url":null,"abstract":"Our research institutions in the US do an excellent job of both protecting participants and allowing researchers to ask and answer new questions. When a researcher embarks on a journey to examine educational spaces in another country, how does and IRB protect or hinder research attempts? This paper documents the journey of one researcher examining the line between researcher and friend. Questions are posed about protection of participants, power of the IRB, and how data might be collected or shared.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"101 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The emergence of data science, Big Data Analytics, and other related methodologies have resulted in differential outcomes for people situated differently in society. Exacerbating these effects is the privilege hazard (D’Ignazio & Klein, 2020) that occurs when teams of data scientists are composed primarily of individuals from privileged backgrounds. Therefore, the purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions in order to safeguard against the privilege hazard. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel’s (1996) framework for analyzing social norms for discourse in inquiry-based classrooms, and draw on Hodge and Cobb’s Cultural Participation Orientation towards developing an inclusive classroom environment. Finally, we describe the course design elements (task structures, participation structures, and discursive moves) that supported students’ equitable participation in ethical data science discussions (Sandoval, 2004).
{"title":"Design Considerations for Facilitating Equitable Participation in an Ethical Data Science Course for High School Students","authors":"Jordan Register","doi":"10.21423/jume-v16i2a522","DOIUrl":"https://doi.org/10.21423/jume-v16i2a522","url":null,"abstract":"The emergence of data science, Big Data Analytics, and other related methodologies have resulted in differential outcomes for people situated differently in society. Exacerbating these effects is the privilege hazard (D’Ignazio & Klein, 2020) that occurs when teams of data scientists are composed primarily of individuals from privileged backgrounds. Therefore, the purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions in order to safeguard against the privilege hazard. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel’s (1996) framework for analyzing social norms for discourse in inquiry-based classrooms, and draw on Hodge and Cobb’s Cultural Participation Orientation towards developing an inclusive classroom environment. Finally, we describe the course design elements (task structures, participation structures, and discursive moves) that supported students’ equitable participation in ethical data science discussions (Sandoval, 2004).","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" 398","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The integration of technology in urban mathematics education has emerged as a promising approach to address educational disparities and foster engaging learning environments. With the widespread availability of technology infrastructure in urban schools, there is a growing focus on leveraging digital tools and resources to enhance mathematics learning outcomes. This editorial examines the impact of technology on urban mathematics education, exploring its potential to bridge opportunity gaps and promote inclusivity. Drawing on current research and best practices, we highlight the benefits and challenges of technology integration, emphasizing the importance of equitable access, teacher professional development, and tailored instructional approaches. The editorial underscores the need for collaborative efforts among stakeholders to advocate for increased funding and support for technology initiatives in urban schools. By embracing innovative practices such as educational apps, virtual reality, and online collaborative projects, educators can create dynamic learning environments that empower students to excel in mathematics. The ongoing dialogue and efforts surrounding the role of technology in urban mathematics education are critical for achieving educational equity and excellence for all students. As technology continues to evolve, it remains imperative for educators and policymakers to prioritize effective technology integration strategies that cater to the diverse needs of urban learners.
{"title":"The Role of Technology in Enhancing Urban Mathematics Education","authors":"Jamaal Rashad Young","doi":"10.21423/jume-v16i2a589","DOIUrl":"https://doi.org/10.21423/jume-v16i2a589","url":null,"abstract":"The integration of technology in urban mathematics education has emerged as a promising approach to address educational disparities and foster engaging learning environments. With the widespread availability of technology infrastructure in urban schools, there is a growing focus on leveraging digital tools and resources to enhance mathematics learning outcomes. This editorial examines the impact of technology on urban mathematics education, exploring its potential to bridge opportunity gaps and promote inclusivity. Drawing on current research and best practices, we highlight the benefits and challenges of technology integration, emphasizing the importance of equitable access, teacher professional development, and tailored instructional approaches. The editorial underscores the need for collaborative efforts among stakeholders to advocate for increased funding and support for technology initiatives in urban schools. By embracing innovative practices such as educational apps, virtual reality, and online collaborative projects, educators can create dynamic learning environments that empower students to excel in mathematics. The ongoing dialogue and efforts surrounding the role of technology in urban mathematics education are critical for achieving educational equity and excellence for all students. As technology continues to evolve, it remains imperative for educators and policymakers to prioritize effective technology integration strategies that cater to the diverse needs of urban learners.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"84 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Understanding the educational aspirations of diverse groups among statistics majors provides insight into the discipline of statistics. This study utilizes multi-institution data from the 2019 and 2020 administrations of the National Survey of Student Engagement (NSSE) to explore educational aspirations for statistics majors through comparisons to other major types as well as among gender identity and race/ethnicity in a sample of 225,892 seniors, including 521 majoring in statistics. Preliminary results from a series of chi-squared analyses suggest that while other STEM majors are more likely to aspire for doctoral or professional degrees, statistics majors are more likely to aspire for a master’s degree. However, among the statistics majors there were no significant differences in educational aspiration by gender identity and race/ethnicity.
{"title":"Educational Aspirations of Diverse Groups among Undergraduate Statistics Majors","authors":"Julie Lorah, Angie L. Miller","doi":"10.21423/jume-v16i2a548","DOIUrl":"https://doi.org/10.21423/jume-v16i2a548","url":null,"abstract":"Understanding the educational aspirations of diverse groups among statistics majors provides insight into the discipline of statistics. This study utilizes multi-institution data from the 2019 and 2020 administrations of the National Survey of Student Engagement (NSSE) to explore educational aspirations for statistics majors through comparisons to other major types as well as among gender identity and race/ethnicity in a sample of 225,892 seniors, including 521 majoring in statistics. Preliminary results from a series of chi-squared analyses suggest that while other STEM majors are more likely to aspire for doctoral or professional degrees, statistics majors are more likely to aspire for a master’s degree. However, among the statistics majors there were no significant differences in educational aspiration by gender identity and race/ethnicity.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patrick Kyeremeh, Francis Kwadwo Awuah, Esenam Dorwu
Due to the growing interest in the integration of ethnomathematics in mathematics education, we undertook a systematic literature review and bibliometric analysis of research on incorporation of ethnomathematics in geometry teaching from 2011 to 2021. Specifically, we addressed the trends on the study topic, such as the distribution of the publication over the past 10 years, journals, countries, and the main topics/themes receiving the most attention as well as its main findings. The search for 37 relevant research articles were done on Google Scholar, Scopus and also, by handsearch of some key journals. Data retrieved were analysed descriptively by using Excel and NVivo. The findings show that literature on the use of ethnomathematics in teaching geometry is mostly produced and consumed in Indonesia, Zimbabwe, Nigeria, and Israel. Also, the findings showed that the research topics/themes addressed by literature on ethnomathematics integration in teaching geometry can be grouped into 5 themes: views, practices, effects, challenges, and development of competence. Most of the studies conducted in this area employed ethnography. From the study, it was observed that the number of research article publications relevant to the study has increased exponentially especially from 2018 to 2021. Therefore, it is our believe that this review will aid in the creation of systematic review procedures and reviews that are specifically concerned with the incorporation of ethnomathematics into geometry instruction.
{"title":"Integration of ethnomathematics in teaching geometry: a systematic review and bibliometric report","authors":"Patrick Kyeremeh, Francis Kwadwo Awuah, Esenam Dorwu","doi":"10.21423/jume-v16i2a519","DOIUrl":"https://doi.org/10.21423/jume-v16i2a519","url":null,"abstract":"Due to the growing interest in the integration of ethnomathematics in mathematics education, we undertook a systematic literature review and bibliometric analysis of research on incorporation of ethnomathematics in geometry teaching from 2011 to 2021. Specifically, we addressed the trends on the study topic, such as the distribution of the publication over the past 10 years, journals, countries, and the main topics/themes receiving the most attention as well as its main findings. The search for 37 relevant research articles were done on Google Scholar, Scopus and also, by handsearch of some key journals. Data retrieved were analysed descriptively by using Excel and NVivo. The findings show that literature on the use of ethnomathematics in teaching geometry is mostly produced and consumed in Indonesia, Zimbabwe, Nigeria, and Israel. Also, the findings showed that the research topics/themes addressed by literature on ethnomathematics integration in teaching geometry can be grouped into 5 themes: views, practices, effects, challenges, and development of competence. Most of the studies conducted in this area employed ethnography. From the study, it was observed that the number of research article publications relevant to the study has increased exponentially especially from 2018 to 2021. Therefore, it is our believe that this review will aid in the creation of systematic review procedures and reviews that are specifically concerned with the incorporation of ethnomathematics into geometry instruction.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" 1148","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In June 2020, the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) released statements regarding racism, racial violence, and mathematics teaching. Pre-service elementary teachers (PSTs) in a mathematics content course wrote reactions to the organizations’ statements. After using an emergent coding process to code the reactions for major themes, the authors used a theory from communication studies called symbolic convergence theory to analyze how closely the PSTs’ understanding of the statements aligned with the vision espoused by the organizations in the statements. PSTs largely understood the need to make their classrooms safe and supportive spaces; however, they struggled to connect anti-racist ideals specifically to mathematics teaching. The authors discuss potential ways NCTM and AMTE can address this disconnect.
{"title":"Applying Symbolic Convergence Theory to Pre-service Teachers’ Responses to Mathematics Education Organizations’ Statements on Racial Violence","authors":"Daniel Clark, A. Jerome","doi":"10.21423/jume-v16i1a495","DOIUrl":"https://doi.org/10.21423/jume-v16i1a495","url":null,"abstract":"In June 2020, the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE) released statements regarding racism, racial violence, and mathematics teaching. Pre-service elementary teachers (PSTs) in a mathematics content course wrote reactions to the organizations’ statements. After using an emergent coding process to code the reactions for major themes, the authors used a theory from communication studies called symbolic convergence theory to analyze how closely the PSTs’ understanding of the statements aligned with the vision espoused by the organizations in the statements. PSTs largely understood the need to make their classrooms safe and supportive spaces; however, they struggled to connect anti-racist ideals specifically to mathematics teaching. The authors discuss potential ways NCTM and AMTE can address this disconnect.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46263869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Professors of mathematics and mathematics education engage in inquiry, and, as teachers of mathematics, they engage their students in inquiry. How could this work be more equity-minded? After participating in inquiry during a summer institute, 24 mathematics education professors and mathematics professors shared their voices during two interviews about how equity and inquiry intertwine. These participants engaged in a co-writing process to equitably inquire together for this paper. Findings are presented in a framework of relationships between inquiry and equity, which extend the previous work of Tang and colleagues (2017), illustrating that (a) equity opportunities and dilemmas are always present during inquiry, (b) we can see equity (or in-equity) in inquiry (occurring during the process of engaging in inquiry), and (b) some participants conducted inquiry for equity (the propose of inquiry was to work toward greater equity). Contributions of this paper include a framework for how equity and inquiry intertwine, for both teaching and collaborative scholarship, and an illustration of equitable inquiry in practice, through co-writing. Implications of this study include a greater awareness of considerations for being equity-minded when facilitating inquiry-oriented instruction or when mathematics education professors and mathematics professors collaborate in their scholarly inquiry.
{"title":"Entangling and Disentangling Inquiry and Equity: Voices of Mathematics Education and Mathematics Professors","authors":"Amanda Jansen","doi":"10.21423/jume-v16i1a473","DOIUrl":"https://doi.org/10.21423/jume-v16i1a473","url":null,"abstract":"Professors of mathematics and mathematics education engage in inquiry, and, as teachers of mathematics, they engage their students in inquiry. How could this work be more equity-minded? After participating in inquiry during a summer institute, 24 mathematics education professors and mathematics professors shared their voices during two interviews about how equity and inquiry intertwine. These participants engaged in a co-writing process to equitably inquire together for this paper. Findings are presented in a framework of relationships between inquiry and equity, which extend the previous work of Tang and colleagues (2017), illustrating that (a) equity opportunities and dilemmas are always present during inquiry, (b) we can see equity (or in-equity) in inquiry (occurring during the process of engaging in inquiry), and (b) some participants conducted inquiry for equity (the propose of inquiry was to work toward greater equity). Contributions of this paper include a framework for how equity and inquiry intertwine, for both teaching and collaborative scholarship, and an illustration of equitable inquiry in practice, through co-writing. Implications of this study include a greater awareness of considerations for being equity-minded when facilitating inquiry-oriented instruction or when mathematics education professors and mathematics professors collaborate in their scholarly inquiry.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42549455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Journal for Urban Mathematics Education editorial team is responsible for deciding which manuscripts will be published, with guidance from the editorial board and external reviewers. In the present editorial, we provide readers, authors, and other editors an overview of the critical elements of editorial ethics that guide the Journal for Urban Mathematics Education: (1) Publication Decisions, (2) Peer review, (3) Equal Opportunity, (4) Neutrality, (5) Journal Metrics, (6) Confidentiality, and (7) Editorial Independence. Using these elements as our foundation, we hope to become the standard for equity and excellence in editorial ethics. In this editorial, we unpack these key elements and how the journal handles each, and we conclude with ten considerations for newly appointed editors.
{"title":"Equity, Excellence, and Editorial Ethics: You’re an Editor, Now What?","authors":"R. Capraro, J. Young","doi":"10.21423/jume-v16i1a562","DOIUrl":"https://doi.org/10.21423/jume-v16i1a562","url":null,"abstract":"The Journal for Urban Mathematics Education editorial team is responsible for deciding which manuscripts will be published, with guidance from the editorial board and external reviewers. In the present editorial, we provide readers, authors, and other editors an overview of the critical elements of editorial ethics that guide the Journal for Urban Mathematics Education: (1) Publication Decisions, (2) Peer review, (3) Equal Opportunity, (4) Neutrality, (5) Journal Metrics, (6) Confidentiality, and (7) Editorial Independence. Using these elements as our foundation, we hope to become the standard for equity and excellence in editorial ethics. In this editorial, we unpack these key elements and how the journal handles each, and we conclude with ten considerations for newly appointed editors.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45071098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematical spaces extend far beyond the classroom and physical environments into sociotechnological spaces. Today’s students have more to consider than just their face-to-face experiences with mathematics inside or outside the classroom; they have the online perspectives of others to consider as well. To gain critical insight, research was conducted with semi-structured focus groups using an interactive mathematics internet meme activity. Using positioning theory, this article highlights students’ stances and three storylines as conceptual tools for better understanding their offline and online mathematical identities. Results show the two spaces are not mutually exclusive and students are succumbing and adhering to a larger hegemonic construction of mathematics found in the online communities with various points of tension found.
{"title":"What do you Meme? An Investigation of Social Media and Mathematical Identity","authors":"G. Benoit, Gabor Salopek","doi":"10.21423/jume-v16i1a490","DOIUrl":"https://doi.org/10.21423/jume-v16i1a490","url":null,"abstract":"Mathematical spaces extend far beyond the classroom and physical environments into sociotechnological spaces. Today’s students have more to consider than just their face-to-face experiences with mathematics inside or outside the classroom; they have the online perspectives of others to consider as well. To gain critical insight, research was conducted with semi-structured focus groups using an interactive mathematics internet meme activity. Using positioning theory, this article highlights students’ stances and three storylines as conceptual tools for better understanding their offline and online mathematical identities. Results show the two spaces are not mutually exclusive and students are succumbing and adhering to a larger hegemonic construction of mathematics found in the online communities with various points of tension found.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43640726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karina Méndez Pérez, A. Aguilar, Amy Rae Johnson Johnson, Chandel F. Burgess Burgess, Carlos Nicolas Gómez Marchant
Our research collective explores Latine learner’s experiences with mathematics. Therefore, we must consider possible methods to de-settle the white gaze surveilling and erasing Latine learners in K-12 schools, as well as the white ideologies in educational research. In this book review, we discuss KiMi Wilson’s Black Boys’ Lived and Everyday Experiences in STEM (2021) and explore his use of ethnographic research to tell the story of his boys (Carter, Malik, Darius, and Thomas). Wilson highlights how he disrupts the norms of educational ethnography through his research and posits the need to amplify Black voices and experiences in STEM education. He challenges the reader to push against white ideologies and reconsider the deficit narratives surrounding Black boys. By reflecting on Wilson’s work and our own, we consider two points of reflection: Centering humanity and emotionality, and the importance of place. We explore how Wilson addresses these two points through his stories of his boys and how our research collective considers these ideas in our work with Latine learners in mathematics. As educators, educational researchers, and policy makers, we must reflect, acknowledge, and create transformative actions centered around humanity and emotionality, as well as the importance of place, to ensure equitable learning spaces for Black and Latine learners.
{"title":"Centering Humanity within Ethnographic Research: A Critical Read of Black Boys’ Lived and Everyday Experiences in STEM","authors":"Karina Méndez Pérez, A. Aguilar, Amy Rae Johnson Johnson, Chandel F. Burgess Burgess, Carlos Nicolas Gómez Marchant","doi":"10.21423/jume-v16i1a476","DOIUrl":"https://doi.org/10.21423/jume-v16i1a476","url":null,"abstract":"Our research collective explores Latine learner’s experiences with mathematics. Therefore, we must consider possible methods to de-settle the white gaze surveilling and erasing Latine learners in K-12 schools, as well as the white ideologies in educational research. In this book review, we discuss KiMi Wilson’s Black Boys’ Lived and Everyday Experiences in STEM (2021) and explore his use of ethnographic research to tell the story of his boys (Carter, Malik, Darius, and Thomas). Wilson highlights how he disrupts the norms of educational ethnography through his research and posits the need to amplify Black voices and experiences in STEM education. He challenges the reader to push against white ideologies and reconsider the deficit narratives surrounding Black boys. By reflecting on Wilson’s work and our own, we consider two points of reflection: Centering humanity and emotionality, and the importance of place. We explore how Wilson addresses these two points through his stories of his boys and how our research collective considers these ideas in our work with Latine learners in mathematics. As educators, educational researchers, and policy makers, we must reflect, acknowledge, and create transformative actions centered around humanity and emotionality, as well as the importance of place, to ensure equitable learning spaces for Black and Latine learners.","PeriodicalId":36435,"journal":{"name":"Journal of Urban Mathematics Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45678984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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