Does That Count?

How Mathematics Education Can Support Justice-Focused Anti-Racist Teaching and Learning




mathematics education, social justice


Many mathematics educators feel that their work is not amenable to questions of diversity, equity, or justice. However, this article argues that “numbers” are not neutral. What we count and how we count are directly related to basic issues of human difference and social disparity. It also argues that mathematics knowledge and skills are fundamental to civic participation and engagement. Mathematics educators do have a stake in helping us achieve equitable social outcomes.


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Morrison, N. (2020, June 18). Black graduates twice as likely to be unemployed. Forbes.

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National Council of Supervisors of Mathematics & TODOS: Mathematics for ALL. (2016). Mathematics education through the lens of social justice: Acknowledgement, actions, and accountability.

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How to Cite

Ladson-Billings, G. (2021). Does That Count? How Mathematics Education Can Support Justice-Focused Anti-Racist Teaching and Learning. Journal of Urban Mathematics Education, 14(1B), 1–5.