Black Students’ Foregrounds

Evolutions, (De)formations, and Connections in Mathematical Identities

Authors

  • Jamaal Ince Unesp

DOI:

https://doi.org/10.30612/tangram.v8i1.19631

Keywords:

Mathematics Identities, Foregrounds, Backgrounds

Abstract

This paper is part of a doctoral thesis conducted by the author. The mathematics identities of Black students can be neglected at times. Moreover, the experiences that they have had and are having can influence the ways they come to understand and perceive the importance of mathematics in their present and future. Utilizing the concept of foregrounds I attempt to learn about the ways Black students, and one of their teachers in Newark view their environments and their perceptions of mathematics and how this may connect to their thoughts and ambitions of the future. To do so I interviewed several middle school students, their teacher, and researched the backgrounds and foregrounds of the participants and of the city of Newark.

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Published

2025-09-18

How to Cite

Ince, J. (2025). Black Students’ Foregrounds: Evolutions, (De)formations, and Connections in Mathematical Identities. TANGRAM - Revista De Educação Matemática, 8(1), e025039. https://doi.org/10.30612/tangram.v8i1.19631

Issue

Vol. 8 (2025)

Section

EDIÇÃO TEMÁTICA: EDUCAÇÃO MATEMÁTICA CRÍTICA

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