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  1. A composite counterstory about a learner, Anabel, connecting her lived experiences to a mathematics problem. 
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    Free, publicly-accessible full text available February 14, 2025
  2. Free, publicly-accessible full text available October 10, 2024
  3. Our research collective explores Latine learner’s experiences with mathematics. Therefore, we must consider possible methods to de-settle the white gaze surveilling and erasing Latine learners in K-12 schools, as well as the white ideologies in educational research. In this book review, we discuss KiMi Wilson’s Black Boys’ Lived and Everyday Experiences in STEM (2021) and explore his use of ethnographic research to tell the story of his boys (Carter, Malik, Darius, and Thomas). Wilson highlights how he disrupts the norms of educational ethnography through his research and posits the need to amplify Black voices and experiences in STEM education. He challenges the reader to push against white ideologies and reconsider the deficit narratives surrounding Black boys. By reflecting on Wilson’s work and our own, we consider two points of reflection: Centering humanity and emotionality, and the importance of place. We explore how Wilson addresses these two points through his stories of his boys and how our research collective considers these ideas in our work with Latine learners in mathematics. As educators, educational researchers, and policy makers, we must reflect, acknowledge, and create transformative actions centered around humanity and emotionality, as well as the importance of place, to ensure equitable learning spaces for Black and Latine learners. 
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  4. Within the larger narrative of mathematics as the key to both individuals' and society's economic prosperity (Jones, 2022; Shah, 2019), lies the commonly held perception that mathematics is an emotionless and objective subject (Goldin & DeBellis, 2006; Taylor, 1996). In the public political sphere quantitative measures have long been used to provide a mirage of logic and objectivity to arguments, and end conversations because one can only argue numbers with other numbers (see e.g., Ewing, 2018, Mudry, 2009). Additionally, the use of mathematics in political spaces cloaks the individual in a guise of neutrality because the numbers suggest a nonpartisan perspective of phenomena. These myths of mathematics as objective and neutral (i.e., acultural, ahistorical) are weaponized to divert responsibility such that the perpetuation of injustice goes unremedied and irremediable (see e.g., Bonilla-Silva, 2010). In this paper, we use a critical race spatial perspective (Morrison et al. 2017; Solórzano & Vélez, 2016; Vélez & Solórzano, 2017) to demonstrate how the myth of mathematics as objective and neutral provides opportunities to use those narratives to maintain and perpetuate white supremacy. We reveal this by focusing on the discourse of public comments given during a series of school board meetings on the redrawing of Wilhelm elementary school’s attendance zone (all names are pseudonyms). Through the public comments, mathematics was evoked by those advocating for the proposed attendance zone to move 311 students, the majority of which are South Asian and Latinx, as a way to position themselves as neutral. Understanding how mathematics is used in public spheres, particularly in local political spaces like school board meetings, can provide insight into how racism is present in these conversations, yet not explicitly discussed. 
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  5. In this piece, we share our experiences as we navigate the whiteness of academia. Each of us has taken different pathways to get where we are today as gears within the academic machine. We wrote dangerously to aid our processes of unlearning and (re)learning to disrupt mechanisms of this cruel (white) apparatus. As counterstories do, we hope to be able to help others reflect and determine ways to act against an institution promoting assimilation and erasure of historically and contemporarily excluded populations. Our counterstory centers around the memories of a mathematics education doctoral student, Lily. Her story is presented in a back-and-forth between time periods and gives the reader an opportunity to have their own unique experience with the reading. Instead of a discussion and conclusion, we provide the reader the opportunity to stop or listen to our discussion, available online. 
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  6. Bateiha, S. ; Cobbs, G. (Ed.)
    This study highlights parents’ linguistic capital and how they use specific languaging practices to facilitate their child’s learning. One bilingual family used multiple languages to facilitate their son’s learning through two mathematical tasks. Using Dominguez’ conceptual framework of bilingualism, we analyzed these conversations to look for natural units of communication and its relation towards their problem solving goals. The data shows the family would switch from English to Spanish to help their child surpass several barriers during their mathematical activities. Leveraging bilingual languaging practices can counter the deficit lens with which minoritized students are typically viewed. 
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