Ability model

, 4, 75

Abstract mathematical concepts

, 35

Abstract thinking

, 55

Academic identity

, 5, 22–23, 73–74

Academic learning

, 10, 16, 83

Algebra

, 33–34

Algebra Project

, 104

American carceral system

, 94–95

American social imaginary

, 75

Andre

, 66–67

Antiintellectual

, 30

Audenried High School

, 29–30

Belief systems

, 64

Belonging

, 64–68

as academic identity

, 73–74

authority and membership

, 74–75

designated identity

, 74

falsehoods

, 73–74

as learning

, 74–75

misconceptions

, 73–74

Black children and mathematics

, 3

Black Lives Matter movement

, 90

Brown V. Board of Education decision

, 15

Cecil B. Moore’s college of education program

, 34, 68–70, 101–102

Classroom culture. See also Turner’s classroom

, 32–34

Cognitive revolution

, 87

Competence–confidence relationship

, 4

COVID-19, digital divide

, 89

Cultural racism

, 21

Culture of poverty

, 5, 10, 16, 66

Deep procedural knowledge

, 32

De facto segregation, racial separation

, 20

Developmental math courses

, 104

“Discarded” school-aged children

, 20

“Drill-and-kill” approach

, 33

Economic supremacy

, 36

Educational policies

, 9

Efficacy beliefs

, 77–78

Ethnographic study

, 102

Oxford high school

, 18

Experiential knowledge

, 35

Exploratory learning

, 32

Factual assertions

, 70

Gender-based differences

, 48

Geniuses community

, 102–103

Global labor market

, 3

Government-funded public education

, 1–2

Government-funded residential segregation

, 15

Growth mindset concept

, 4

Institutionalized mathematical knowledge

, 44

Institutional racism

, 22–23

Kawhi

, 62–63, 68–70

Kendrick

, 42–43, 51–53, 55, 59–61, 64, 68, 101–102

K – 12 mathematics education

, 5–6, 21, 33–34, 47–48

Legitimate school

, 66

Liberalism

, 91

Master narratives

, 31, 53–54, 66

Math anxiety

, 77

Mathematics education evolution

, 3

Math person

, 1, 4–6, 27, 31, 75–76

abstract thinking

, 55

academic identity

, 54

academic labels

, 65

academic learning

, 44–45

Americanization

, 44

belief systems

, 64

bunch of rules

, 45, 49

cognitive demands

, 43

designated identity

, 55

economic stability

, 54

factual assertions

, 70

institutionalized mathematical knowledge

, 44

‘minority’ children

, 52

mythical

, 43

and nonmath people

, 50

resilient children

, 61–64

revisionist history

, 63

science, technology, engineering, and mathematics (STEM)

, 42

secondary education

, 42–44, 50

self-assuredness

, 50

self-concept

, 51

social inequalities

, 53

social justice education

, 44–45

social realities

, 44

social types

, 50

superpowers

, 43

validity studies

, 52

Math wars casualties

, 87, 91, 95

Black Lives Matter movement

, 90

cognitive revolution

, 87

digital divide, COVID-19

, 89

equity

, 88, 90

gender-based inequalities

, 89

K-12 mathematics education

, 87–88

mathematical illiterates

, 88

multigenerational poverty

, 89

National Council of Teachers of Mathematics (NCTM)

, 89

race-based “gap,”

, 90–91

racial inequality

, 89–90

racial injustice

, 90

systemic injustices

, 87

Multigenerational poverty

, 35

National Council of Teachers of Mathematics (NCTM)

, 89

Neoliberal and market-based campaign

, 28–29

Neuromyths

, 1

Nigel

, 61–62

Normative identity

, 75–76

Oxford High School. See also Urban education tale

, 29, 48, 83–84

academic learning

, 10

culture of poverty

, 10

de facto segregation, racial separation

, 20

“discarded” school-aged children

, 20

educational policies

, 9

ethnographic study

, 18

inflated grades

, 21

institutional racism

, 22–23

political and value-laden institutions

, 9–10

race-based differences

, 9

racial inequity

, 22–23

regular math classes

, 20

resilient children

, 18

secondary education

, 19

singular and isolated events

, 19

social imaginary

, 22

“the marginalized Other,”

, 18

turnaround movement

, 9

valedictorian

, 18, 22

Postsecondary education

, 46

Predominantly white institutions (PWIs)

, 46–47

Process-oriented/student-centered approaches

, 33

Profit-driven economy

, 29

Quality education

, 16

Race-based achievement gap

, 1, 103

Race-based stereotypes

, 68

Race-comparative approach

, 3

Racial equity

, 31–32

American carceral system

, 94–95

Boycott Collaboration with police

, 93–94

casualties, math wars

, 87–91

“genius” label

, 83–84

K-12 education

, 84

market-based ideologies

, 84

mathematics education

, 85–86

mathematics education reform, neoliberal ethos

, 91–93

social realities

, 94

sociopolitical and cultural forces

, 95

Racial hierarchy, mathematics ability

, 1–2

Racial inequality

, 16, 22–23, 48–49, 77, 104–105

mathematics education

, 2–3

math wars

, 90, 105–106

Rote learning

, 32–33

Scholastic Aptitude Test (SAT) scores

, 86

Science, technology, engineering, and mathematics (STEM)

, 1–2, 42

Self-concepts

, 16–17, 27

designated identity

, 17–18

math person

, 51

Self-confidence

, 78

Self-efficacy

, 77–78

Shalik

, 41, 49, 51, 59

Skills-focused mathematics education

, 32–33

Social cognitive psychology

, 77

Social imaginary

, 105–106

Social inequalities

, 53

Socialization process

, 75–77

Social responsibility

, 46–47

Socioeconomic oppression

, 15

Sputnik

, 86

Stephanie

, 45, 49, 51, 63, 83–84

Stereotype management

, 46–47

Students’ performance, mathematics

, 2–3

Tamika

, 45, 49, 51, 60–61, 63, 65, 68, 83–84

Teacher-centered education

, 32–33

Transmission model

, 37

Turner’s classroom. See also Math person

, 17–18, 21, 27–28, 41, 51

abstract mathematical concepts

, 35

antiintellectual

, 30

at Audenried High School

, 29–30

college pipeline program

, 34

culture

, 32–34

de-professionalization

, 29

economic/social mobility argument

, 36

economic supremacy

, 36

experiences, at Oxford High School

, 29

experiential knowledge

, 35

low-anxiety environment

, 35

master narrative

, 31

multigenerational poverty

, 35

neoliberal and market-based campaign

, 28–29

“nonacademic” interactions

, 28

prot-driven economy

, 29

racial equity

, 31–32

study’s participants

, 28

test scores

, 28–29

transmission model

, 37

urban education tale

, 30

Vietnamese students

, 30

Tyronne

, 51, 53–55, 101–102

Urban education tale

, 5, 30, 75

academic demands

, 13

Black and Latinx teenagers’ experiences

, 14–15

Black Lives Matter movement

, 14

digital collections

, 11–12

English and Language Arts

, 13–14

history

, 15–17

neoliberal and market-based initiatives

, 13

nondescript back entrance

, 10–11

Oxford student community

, 11

propagation and legitimation

, 12–13

reports

, 11–12

white-working class families

, 11

Victor

, 43, 54–55