Racial equity in maths education

What does the research suggest about racial equity issues in mathematics education?

Research, and the experiences of minoritised students, challenge the common view that mathematics is neutral
Critical race theory may provide a useful lens with which to examine educational systems within which racism is systemically embedded in many cultural and day-to-day features of school life
Instead of using “colour-blind” or “race-neutral” approaches, explicit talk about race and the use of counter-narratives is suggested, centring the experiences of minoritised students in the mathematics classroom
Teachers rejecting deficit narratives surrounding Black and ethnically minoritised students allow space for these students to create their own mathematically successful identities
Statistics on achievement should be considered in the light of the barriers both within and outside school which may have contributed to differential patterns of mathematics success
Critical reflective practice that encourages teachers to examine their own assumptions and biases around issues of identity should form part of professional development for maths teachers

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