Racism and mathematics education

What are the effects of racism that continue to linger in mathematics classrooms?

Authors

DOI:

https://doi.org/10.34024/prometeica.2024.31.19500

Keywords:

Racism, Black students, mathematics identities, foregrounds

Abstract

This paper seeks to discuss the connections between racism and the mathematics education Black students receive in the urban mathematics classroom in the city of Newark. Racism continues to exist in this world and has been reformed in systematic ways in our society, and with these reforms there exists inequality in quality mathematics education offered to Black students, and as a result less future opportunities in mathematics related fields. This article will highlight experiences of the author and analyzed data from the students of Newark. To connect these experiences with current racist systems first a brief history of the origins of racism is discussed as well as the implications of racial identities and how that can affect certain groups of people. Then a conceptual framework is explained which was used to analyze the experiences which include the concepts of: racial identity, mathematical identity, and foregrounds. Then there are different topics of racism in education discussed such as the apparent disconnection between racism and mathematics education although there disparities and inequalities in the mathematics opportunities offered and the way that Black people are portrayed in society in general. The paper ends with a review of the data analysis to learn about the perspectives of students and their thoughts on race and the mathematics education that they receive.

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Author Biography

  • Jamaal Ince, Universidade Estadual Paulista "Júlio de Mesquita Filho"

    Jamaal A. Ince is a mathematics educator and doctoral student at São Paulo State University. He has experience as a 7th Grade mathematics teacher at North Star Academy and as a mathematics coach in Newark Public Schools. His doctoral research is focused on the development and growth of mathematical identities in correlation with their foregrounds, and confidence in mathematics for African American students in Newark through the perspective of students and teachers. The goal of this research is to observe and engage with students to potentially create ways of connecting their social lives, future goals, and aspirations with their mathematics learning to spark their interests and provide students with additional opportunities in academics and in their professional careers as adults. Jamaal completed his bachelor’s degree in the arts of mathematics at New Jersey City University and his master’s degree in the arts of teaching with a focus in middle school mathematics curriculum at Relay Graduate School of Education.

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Published

2024-11-29

Issue

Vol. 31 (2024): Prometeica - v 31 (11/2024 - 02/2025)

Section

Articles - Dossier 1

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How to Cite

Ince, J. A. (2024). Racism and mathematics education: What are the effects of racism that continue to linger in mathematics classrooms?. Prometeica - Journal of Philosophy and Science, 31, 359-368. https://doi.org/10.34024/prometeica.2024.31.19500
Received 2024-09-15
Accepted 2024-11-20
Published 2024-11-29