https://orcid.org/0000-0002-3455-1594
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Abstract
This essay introduces Nicole Joseph’s Black Feminist Mathematics Pedagogies (BlackFMP), a theoretical and pedagogical model grounded in Black feminism and Black girlhood. BlackFMP is a framework in service of the disruption of gendered antiblackness found in the US mathematics education system. For far too long, mathematics curriculum and pedagogies have mainly served middle-class White students leaving Black girls invisible and vulnerable. Because Black girls are mischaracterized and misunderstood through deep-seeded stereotypes, they are infrequently positioned by mathematics teachers and educators as producers of mathematical knowledge. Consequently, their opportunities to develop robust mathematics identities are fragmented because of Western constructions of who is a mathematician. BlackFMP has four dimensions including: ambitious mathematics instruction, critical consciousness and reclamation, academic and social integration, and robust mathematics identities 2.0. BlackFMP is a type of Wakandian experience for Black girls whereby their intersectional identities are recognized and affirmed in the mathematics context. Implications for mathematics teachers, educators in general, curriculum developers, and Black girls and their families are discussed.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1 Rigor means Black girls developing new mathematics knowledge through investigations, talking deeply about the meaning of mathematical concepts, seeing connections and interrelationships between mathematical concepts, seeing multiple strategies to solve different problems, defending their process with justification, and reflecting on their own thinking and learning as a means of self-reflection and growth.
Additional information
Notes on contributors
Nicole M. Joseph
Nicole M. Joseph is an assistant professor of mathematics education in the department of Teaching and Learning at Vanderbilt University. She is the recipient of the 2018 AERA Scholars of Color Early Career Contribution Award. Her research explores two lines of inquiry, (a) Black women and girls, their identity development, and their experiences in mathematics and (b) gendered anti-blackness, whiteness, white supremacy and how they operate and shape Black women's and girls' underrepresentation and retention in mathematics across the pipeline.