Learning Mathematics while Black.

By D. Martin. 2012

168 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/92662a122fc7492477e0e2c217c3e02fe6de1c4d

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Citations in the corpus

Young, Black, Mathematically Gifted, and Stereotyped (2013, background): “…of Black high school students from low-income environments, providing much needed counter-narratives to the deficit narratives that remain so pervasive today (Berry, 2008; Gutiérrez, 2010; Jackson, & Wilson, 2012; Leonard & Martin, in press; Martin, 2012; Martin & Gholson, 2012; Stinson, 2009).”
Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “…good student include conformity and compliance and that this is inconsistent with the type of sustained, creative, collaborative scholarly participation (consumer, critic, producer) required for them to approximate scientists and engineers in STEM disciplines (Martin, 2012; van Horne & Bell, 2017).”
Clean Corners and Algebra: A Critical Examination of the Constructed Invisibility of Black Girls and Women in Mathematics (2016, unknown): “3 297 (Martin, 2012)? Surely, Black boys should not learn mathematics to counter disproportionate rates of homicides, suicides, incarceration, conviction, arrests, school expulsions and suspensions? Such reasoning simultaneously understates the complexity of these social issues, overstates the posit”
Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools (2013, unknown): “[Martin, 2000, 2006, 2007, 2009, 2012].”
Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, methodology): “…to issues of race and racism in their lives, how they exhibited strength and perseverance in the face of persistent stereotypes, and how they characterized their experiences in mathematics learning and participation, both inside and outside the classroom (Martin, 2012; Sellers et al., 1998).”
More than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation among Black Undergraduates. (2016, background): “In this way, mathematics achievement has become a powerful shorthand for crafting storylines about young persons’ phenomenal realities (Martin, 2012).”
Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, unknown): “…of identity, race, culture, and power in schooling, particularly for students of color (Hand, Penuel, & Gutiérrez, 2012; Langer-Osuna, 2007, 2011; Martin, 2000, 2009, 2012; Martin, Gholson, & Leonard, 2010; Nasir, 2000; Nasir & de Royston, 2013; Nasir & Hand, 2008; Nasir & Shah, 2011; Stinson,…”
When Am I Ever Going to Use This in the Real World? Cognitive Flexibility and Urban Adolescents’ Negotiation of the Value of Mathematics (2017, background): “Although declines in math value also exist for Black and Latino adolescents, systemic inequities and cultural stigma can further impinge their opportunities to engage in mathematics and internalize the value of it (Martin, 2012).”