ABSTRACT
CRT is a pedagogical, theoretical, methodological, and analytical framework originating from legal studies and later introduced to the field of education in mathematics education. Davis illustrates how CRT can be used by mathematics educators who seek to understand how issues of race and racism affect the lived realities, schooling, and mathematics education of Black students in urban communities, schools, and mathematics classrooms. He explains how to make use of CRT’s tenets and methods such as intellectual property, counter-stories, mathematical counter-stories, interest convergence principle, and Whiteness as property as pedagogical, theoretical, methodological, or analytical tools in mathematics education.
