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The text argues that empirical findings become untruthful when separated from the socio-cultural realities of racism, educational tracking, and the systematic devaluation of Black histories. It highlights how race-comparative narratives and culturally deficit explanations often normalize a racial hierarchy of mathematical ability and limit emancipatory research directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-mathematics-while-black-a-study-on-racism-educational-tracking-and-liberation/603455/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-mathematics-while-black-a-study-on-racism-educational-tracking-and-liberation/603455.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the text argue that race-comparative conclusions about Black students are incomplete?","Question",{"text":112,"@type":113},"Because conclusions about performance are said to tell very little without understanding the material conditions and ideological elements tied to racism, educational tracking, and devaluation of Black histories.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What effect does the race-comparative approach have on how Black students are positioned in mathematics ability?",{"text":117,"@type":113},"It is described as helpful for documenting disparities, but also damaging by positioning Black children at the bottom of a racial hierarchy of mathematics ability and shaping assumptions in research, policy, and public discourse.",{"name":119,"@type":110,"acceptedAnswer":120},"What change in research direction does the author call for regarding Black children and mathematics?",{"text":121,"@type":113},"The author calls for expanding counternarratives and advancing explanatory research that better connects cognitive and non-cognitive factors with structural, institutional, and ideological influences on participation, socialization, and achievement outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603455,1792166064,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Danny Bernard Martin is a professor in both the College of Education and the Department of Mathematics, Statistics, and Computer Science at the University of Illinois at Chicago, Chicago, Illinois.  \nLearning Mathematics While Black1  \nBy Danny Bernard Martin  \nA study that concludes that African-American students perform way below White mainstream students… is correct, but such a conclusion tells us very little about the material conditions with which African-American students work in the struggle against racism, educational tracking, and the systematic negation and devaluation of their histories. I would propose that the correct conclusion rests in a full understanding of the ideological elements that generate and sustain the cruel reality of racism and economic oppression. Thus an empirical study will produce conclusions without truth if it is disarticulated from the socio-cultural reality within which the subjects of the study are situated.  \n(Macedo, 1998, p. xxii)  \nIna recently edited book, titled MathematicsTeaching, Learning, and Liberation in the Lives of Black Children (Martin, 2009b), I charged the authors with the task of continuing to help change the direction of research on Black children and mathematics. I suggested that such a change was necessary because the knowledge base of rigorous, explanatory research, stretching a minimum of 30 years, has remained quite thin and that  \nBlack children and their competencies, more often than not, continue to be framedin negative and detrimental ways.2 I noted that underachievement and failure in mathematics have been emphasized over success and resilience. I also noted that the aims and goals of mathematics education for Black children have often been conceptualized in overly simplistic ways that emphasize their commodification as future participants in higher-level mathematics courses or in the nation-preserving technological workforce (National Research Council, 1989; RAND Mathematics Study Panel, 2003; U.S. Department of Education, 2008). Liberatory and emancipatory themes have seldom been put forth in response to the question why should Black children learn mathematics? (e.g., Anderson, 1970; Martin & McGee, 2009; Woodson, 1933) .  \nIn my own chapter, titled “Liberating the Production of Knowledge About African American Children and Mathematics”(Martin, 2009c), I described how the dominant framings and storylines about Black children and mathematics have grown out of a race-comparative approach (McLoyd, 1991) . As a result, and until very recently, much of the knowledge base on Black children and mathematics has consisted of summary reports documenting their performance on achievement tests in relation to other children (Johnson, 1984; Lubienski, 2002; Secada, 1992; Strutchens & Silver, 2000; Tate, 1997),3 particularly White children, whose mathematical behaviors and outcomes are typically normalized as the standard for all children (Martin, 2007b, 2009a, 2009d, 2009e) . The discursive practice of referring to Black-White racial gaps in mathematics achievement and notions of closing such gaps by raising Black achievement to the level of White achievement contribute to this normalization (Ladson-Billings, 2006; Perry, 2003) .  \nAlthough the race-comparative approach has been helpful in documenting and pinpointing disparities, it has also had the deleterious effect of helping to position Black children at the bottom of a racial hierarchy of mathematics ability (Martin, 2009a, 2009c, 2009d). This positioning often becomes the default, takenas-shared assumption and starting point not only in many mainstream mathematics education research and policy discussions but also in everyday discourse among the general public. Elsewhere (Martin, 2007b, 2009a), I have also shown that this taken-as-shared assumption about Black learners draws on, and contributes to, racial ideologies informing larger social societal discourses about what it means tobe Black. Moreover, construed far be","cbCailddI5dtVR7Y","https://ap.wps.com/l/cbCailddI5dtVR7Y","pdf",90931,"English","# Learning Mathematics While Black\n## Ideological elements behind racism and oppression\n## Limits of empirical conclusions without socio-cultural context\n## Race-comparative approach and normalization of racial gaps\n## Alternatives: counternarratives and liberation-oriented research","[{\"question\":\"Why does the text argue that race-comparative conclusions about Black students are incomplete?\",\"answer\":\"Because conclusions about performance are said to tell very little without understanding the material conditions and ideological elements tied to racism, educational tracking, and devaluation of Black histories.\"},{\"question\":\"What effect does the race-comparative approach have on how Black students are positioned in mathematics ability?\",\"answer\":\"It is described as helpful for documenting disparities, but also damaging by positioning Black children at the bottom of a racial hierarchy of mathematics ability and shaping assumptions in research, policy, and public discourse.\"},{\"question\":\"What change in research direction does the author call for regarding Black children and mathematics?\",\"answer\":\"The author calls for expanding counternarratives and advancing explanatory research that better connects cognitive and non-cognitive factors with structural, institutional, and ideological influences on participation, socialization, and achievement outcomes.\"}]","Learning Mathematics While Black - A Study on Racism, Educational Tracking, and Liberation | PDF",1792096268]