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Mathematizing BlackBoyCrit Pedagogy: supporting Black boys’ mathematics success in the early grades through Black families and communities
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DOI：10.1007/s10649-026-10531-3.png)
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Abstract
En 中文
Despite the pressing need to improve the mathematics learning conditions and resultant achievement outcomes of Black boys, it is surprising that their experiences have received relatively little attention in the literature. Furthermore, the vast majority of what has been published has not been centered on the crucial role Black families and communities play in Black boys’ mathematics education. In this conceptual paper, we draw on BlackBoyCrit Pedagogy to illuminate how Black families and communities contribute to the early mathematics success of Black boys. In doing so, we offer three principles to highlight the assets that Black families and communities contribute to Black boys’ mathematics education. We also share recommendations for early-childhood research, policy, and practice to support Black boys’ mathematics success in the early grades. This article is part of a special issue titled “Parents, caregivers, and community in mathematics education.”
Keywords:
BlackBoyCrit Pedagogy
Black boys
Black communities
Black families
Early-childhood education
Mathematics education
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