PME-NA

The Racialized Discourses in Arguments to Retrack Mathematics

• In Event: Policy in Mathematics Education

Description

Algebra I has long served as both a gatekeeping mechanism and a site of activism in mathematics education. One of the primary ways mathematics functions as a gatekeeper is through tracking, a practice that reinforces racial hierarchies and limits students’ access to cognitively demanding instruction. In this paper, we use critical policy discourse analysis to examine racialize discourses around a recent proposal to retrack a school district. This study has implications for the ways policy, race, and mathematics education intersect at a local level

Authors

• Sheila Orr, University of Tennessee

• Kyle Chong, Michigan State University