Author Description

"This monograph takes stock of how far the field of mathematics education has come in understanding how young people develop identities as learners and doers of mathematics, and it offers guidance on how research might move forward by interrogating whom or what we study and when, where, and why we go about such inquiry. Paying particular attention to impacts on minoritized children, each chapter of the monograph engages different theoretical and methodological aspects of how knowledge in this area is produced and closes with commentaries by scholars who helped build this literature"--