ABSTRACT
Each of the preceding chapter’s focus on a facet of human diversity has revealed that mathematics teaching and learning has only begun these important conversations, research domains, and changes to actual practices within mathematics classrooms across the world. In this chapter, I remind mathematics teachers that each facet of human diversity does not work in isolation but together through intersectional identities and collective focus on reducing systems of power and oppression through our work in mathematics classrooms. Next, I provide a brief review of the history and politics of mathematics education, a somewhat-hard-to-swallow tale for critical mathematics teaching, because of the absence of its attention to the research and practice describe earlier in the book. The book concludes with a call to action for mathematics teachers in classrooms. First, I prompt mathematics teachers to consider an activist identity where their own practices in classrooms initiate changes for individuals and school communities at the micro level. Next, I provide action steps and options that mathematics teachers can take to push for greater changes in policy and practice, effecting change at the macro level.
