ABSTRACT
Mathematics capital, in the form of people and formatting power, has been converted into other forms of capital, including military weaponry, surveillance and containment technology, and algorithms that facilitate capital transfer. Urban mathematics education, as a political project in its own right, must contend with the current moment, partly characterized by the intensification of White nationalist, anti-Black, and anti-immigrant ideologies, as well future moments. A number of scholars outside of mathematics education have suggested similar approaches to research that focus on culturally sensitive research, research as resistance, and decolonizing methodologies. Mainstream mathematics education has a long history of producing success and failure, winners and losers. Students deemed worthy and smart enough reap the perceived and property-conveying benefits of mathematics education. Multidisciplinary research is very rare in the history of mathematics education, even in research contexts focused on equity.
