Exploring Black children’s mathematical learning in informal environments

What is it about?

Mathematics educators have often highlighted the ways in which Black students are struggling in mathematics. Although well intended, consistent reminders of their failures have done little to help them overcome challenges in the classroom. In this paper, the authors argue that in order to truly understand what Black children know mathematically, we must look at their lives outside of the classroom. If we explore the mathematics learning opportunities in their everyday lives, we may find that these children know more about mathematics than what the classroom environment allows them to share.

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