ABSTRACT
In an article commemorating the 20-year anniversary of CRT in legal studies, legal scholar Devon Carbado provided an overview of CRT, its “boundaries,” and potential future directions. In this chapter, Rousseau Anderson draws upon Carbado’s outline to explore what this framing of CRT might mean for scholarship in mathematics education. Specifically, she examines some of the core ideas from CRT and their potential connections to mathematics education and mathematics education research. She then utilizes a classroom vignette to illustrate how a CRT “lens” might differ from other perspectives on mathematics education.
