ABSTRACT
Since the summer of 2013, the United States’ Black Lives Matter movement has been calling attention to and protesting the routine murder of black civilians through police brutality, as well as other racial injustices, such as the schoolto-prison pipeline and disproportionate incarceration rates of African Americans. Their work continues the long struggle against white supremacy, drawing from the variety of groups and individuals in the civil rights movement from Dr. Martin Luther King Jr. to the Black Panthers. Simultaneously, Black mathematics educators like Danny Martin have been asserting that mathematics education, and even specifically groups like the National Council of Teachers of Mathematics (NCTM), are a racialized project conceived of by whites and in their interest and one that only superficially takes efforts toward addressing racial injustice as experienced through mathematics teaching and learning. This chapter aims to present to you the parallels in these pronouncements, to question how mathematics education perpetuates white supremacy and in what ways we can teach critically to interrupt this.
