Exploration of a Research Collaborative on Critical Race Theory Method(ologies) in Mathematics Education

• In Event: Critical Quantification in Practice: Advancing Research on Racial Affinity-Based Professional Learning Programs in Mathematics Education

Abstract

Research has established the urgent need for a more robust understanding of race and racism within mathematics education (ME) research and praxis. Quantitative research in ME often reflects colorblind narratives that fail to consider mathematics as a racialized space (Parks & Schmeichel, 2012; Ridgeway & McGee, 2018). There is a dire need for quantitative ME researchers to challenge deficit discourses about Black learners and doers. Scholars have demonstrated how traditional research methods and theories play a critical role in the maintenance of antiblack racism and how systemic injustice in teaching and research approaches privilege white learners and doers of mathematics (Battey & Leyva, 2016; Cedillo, 2018; Martin et al., 2019). Black Critical Theory (BlackCrit; Dumas & ross, 2016) and Quantitative Critical Theory (QuantCrit; Gillborn et al., 2018) are two methodological framings that could rupture antiblackness in ME specifically and education broadly. This study will contribute to research on QuantCrit and BlackCrit in ME by exploring the knowledge that a group of quantitative mathematics education scholars—Black graduate students— share in a series of collaborative research workshops.

Author

• Blake O'Neal Turner, Marquette University
  Presenting Author