ABSTRACT
Mathematics education has taken its contemporary history in the United States for granted as a story of progress relative to the nation’s goals. Rather than establishing a better mathematics education, it is progress toward a mathematics education that is more useful, more consistent, and more inclusive. However, there is a concurrent narrative describing a persistent “achievement gap” that undermines the progress narrative. In this chapter, Bullock constructs a historical counter-story of contemporary mathematics education reform. This counter-story addresses how and why Black children have been the subject of much discussion and little systemic change in mathematics education reform.
