ABSTRACT
Martin, Groves Price, and Moore make a case for conceptualizing mathematics learning and participation for Black learners beyond cognitive and cultural forms of experience but also as racialized forms of experiences characterized by systemic violence—physical, symbolic, and epistemological. They draw on BlackCrit to explicate the specificity of antiBlackness within this violence. They argue that the path forward is in the form of a new and different system, which they frame as Black Liberatory Mathematics education.
