Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics learning and teaching: Rethinking equity-based practices. National Council of Teachers of Mathematics.

Anucha, U., Srikanthan, S., Siad-Togane, R., & Galabuzi, G. E. (2018). Doing right together for Black youth: What we learned from the community engagement sessions for the Ontario Black Youth Action Plan. Youth Research and Evaluation eXchange (YouthREX). Retrieved from https://youthrex.com/wp-content/uploads/2018/07/YouthREX-Report-Doing-Right-Together-for-Black-Youth.pdf.

Berry, R. Q. (2008). Access to upper-level mathematics: The stories of successful African American middle school boys. Journal for Research in Mathematics Education, 39(5), 464–488.

Borden, L. L. (2018). Drawing upon indigenous knowledges to transform the secondary mathematics classroom. In Teaching and learning secondary school mathematics (pp. 61–72). Springer.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Article  Google Scholar 

Cedillo, S. (2018). Beyond inquiry: Towards the specificity of anti-Blackness studies in STEM education. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 242-256.

Article  Google Scholar 

Chadha, E., Herbert, S, & Richard, S. (2020). Review of the Peel district school board. http://www.edu.gov.on.ca/eng/new/review-peel-district-school-board-report-en.pdf

Codjoe, H. M. (2001). Fighting a ‘Public Enemy’ of Black Academic Achievement—the Persistence of racism and the schooling experiences of Black students in Canada. Race Ethnicity and Education, 4(4), 343-375.

Article  Google Scholar 

Copeland Solas, E., & Kamalodeen, V. (2022). Culturally relevant pedagogies (CRP) and culturally responsive teaching (CRT) in science education: Black success stories in Ontario. Canadian Journal of Science, Mathematics and Technology Education, 22(4), 796-817.

Article  Google Scholar 

Cosby, M. D. (2018, April). Double threat: Stereotypes of race and gender and the mathematics identities of Black girls. Division G Social Context of Education. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Cosby, M. D. (2020). No Black girls allowed: A poststructural analysis of controlling images in Black girls’ undergraduate mathematics learning experiences. [Doctoral Dissertation]. Michigan State University.

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–168.

Google Scholar 

Darragh, L. (2018). Loving and loathing: Portrayals of school mathematics in young adult fiction. Journal for Research in Mathematics Education, 49(2), 178-209.

Article  Google Scholar 

Dei, G. J. (2008). Schooling as community: Race, schooling, and the education of African youth. Journal of Black Studies, 38, 346–366.

Article  Google Scholar 

Dei, G. J. S., Mazzuca, J., McIsaac, E., & Zine, J. (1997). Reconstructing ‘drop-out’: A critical ethnography of the dynamics of Black students’ disengagement from school. University of Toronto Press.

Book  Google Scholar 

Dumas, M. J. (2016). Against the dark: Antiblackness in education policy and discourse. Theory into Practice, 55(1), 11-19.

Article  Google Scholar 

Dumas, M. J., & Ross, K. M. (2016). “Be real black for me”: Imagining BlackCrit in education. Urban Education, 51(4), 415–442.

Garza, A. (2014, October 7). A herstory of the #Blacklivesmatter movement. The Feminist Wire. Retrieved from https://thefeministwire.com/2014/10/blacklivesmatter-2/

George, R. C. (2020). Holding it down? The silencing of black female students in the educational discourses of the greater toronto area. Canadian Journal of Education/Revue canadienne de l'éducation, 43(1), 32-58.

Google Scholar 

Gholson, M. L. (2016). Clean corners and algebra: A critical examination of the constructed invisibility of black girls and women in mathematics. Journal of Negro Education, 85(3), 290-301.

Article  Google Scholar 

Gholson, M. L., & Wilkes, C. E. (2017). (Mis) taken identities: Reclaiming identities of the “collective Black” in mathematics education research through an exercise in Black specificity. Review of Research in Education, 41(1), 228–252.

Gutiérrez, R. (2011). Context matters: How should we conceptualize equity in mathematics education?. In Equity in discourse for mathematics education: Theories, practices, and policies (pp. 17-33). Dordrecht: Springer Netherlands.

Google Scholar 

Hampton, R. (2010). Black learners in Canada. Race & Class, 52(1), 103-110.

Article  Google Scholar 

James, C. E., & Turner, T. (2017). Towards race equity in education: The schooling of Black students in the Greater Toronto Area. Toronto, Ontario, Canada: York University.

Google Scholar 

Joseph, N. M., Hailu, M. F., & Matthews, J. S. (2019). Normalizing Black girls’ humanity in mathematics classrooms. Harvard Educational Review, 89(1), 132-155.

Article  Google Scholar 

Kelley, R. D. (2002). Freedom dreams: The Black radical imagination. Boston, MA: Beacon Press.

Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47-68

Article  Google Scholar 

Langer-Osuna, J. M. (2011). How Brianna became bossy and Kofi came out smart: Understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 207-225.

Article  Google Scholar 

Leonard, J., & Martin, D. B. (Eds.). (2013). The brilliance of Black children in mathematics. Charlotte: Information Age Publishing.

Google Scholar 

Leyva, L. A. (2021). Black women’s counter-stories of resilience and within-group tensions in the white, patriarchal space of mathematics education. Journal for Research in Mathematics Education, 52(2), 117–151.

Martin, D. B. (2009). Researching race in mathematics education. Teachers College Record, 111(2), 295–338.

Article  Google Scholar 

Martin, D. (2012). Learning mathematics while Black. Educational Foundations, 26(1–2), 47–66.

Google Scholar 

Martin, D. B. (2019). Equity, inclusion, and antiblackness in mathematics education. Race Ethnicity and Education, 22(4), 459–478. https://doi.org/10.1080/13613324.2019.1592833

Article  Google Scholar 

Martin, D. B., Anderson, C. R., & Shah, N. (2017). Race and mathematics education. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 607–636). Reston, VA: National Council of Teachers of Mathematics.

Martin, D. B., Groves Price, P., & Moore, R. (2019). Refusing systemic violence against Black children: Toward a liberatory mathematics education. In J. Davis & C. C. Jett (Eds.), Critical Race Theory in Mathematics Education (pp. 32–55). Routledge.

Chapter  Google Scholar 

Maynard, R. (2017, January 30). Canadian education is steeped in anti-Black racism. https://thewalrus.ca/canadian-education-is-steeped-in-anti-black-racism/

McGee, E. O., & Martin, D. B. (2011). “You would not believe what I have to go through to prove my intellectual value!” Stereotype management among academically successful Black mathematics and engineering students. American Educational Research Journal, 48(6), 1347–1389.

McKittrick, K. (2014). Mathematics black life. The Black Scholar, 44(2), 16-28.

Article  Google Scholar 

McKittrick, K. (2021). Dear science and other stories. Duke University Press.

McPherson, K. (2020). Black girls are not magic; they are human: Intersectionality and inequity in the Greater Toronto Area (GTA) schools. Curriculum Inquiry, 50(2), 149-167.

Article  Google Scholar 

Morvan, J. (2024). A quest for equity in school mathematics in Ontario: Connecting Black secondary students’ school experiences and achievement to principal leadership. [Doctoral Dissertation]. Brock University.

Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2-3), 213-247.

Article  Google Scholar 

Nasir, N. S., & Shah, N. (2011). On defense: African American males making sense of racialized narratives in mathematics education. Journal of African American Males in Education, 2(1), 24-45.

Google Scholar 

Nicol, C., Archibald, J. A., & Baker, J. (2013). Designing a model of culturally responsive mathematics education: Place, relationships and storywork. Mathematics Education Research Journal, 25(1), 73-89.

Article  Google Scholar 

Ontario Newsroom (2021, June 9). Modernized Math Course Prepares Students for Jobs of the Future and Life Skills. https://news.ontario.ca/en/release/1000301/modernized-math-course-prepares-students-for-jobs-of-the-future-and-life-skills

Osibodu, O. (2021). Necessitating teacher learning in teaching mathematics for social justice to counter anti-Black racism. For the Learning of Mathematics, 41(1), 18–20.

Google Scholar 

Osibodu, O., & Yaro, K. (2023). Foregrounding black African immigrants in mathematics education research. Prometeica-Revista de Filosofía y Ciencias, (27), 803-812.

Article  Google Scholar 

Parekh, G. (2013). Structured pathways: An exploration of programs of study, school-wide, and in-school programs as well as promotion and transference across secondary schools in the Toronto District School Board (No. 13/14, p. 03). Research report.

San Vicente, R., Sultana, F., & Seck, N. (2015). Sifting, sorting & selecting: A collaborative inquiry on alternatives to streaming in the TDSB. Final Report. Toronto, Ontario, Canada: Toronto District School Board.

Schroeter, S., & James, C. E. (2015). “We’re here because we’re Black”: the schooling experiences of French-speaking African-Canadian students with refugee backgrounds. Race Ethnicity and Education, 18(1), 20-39.

Article  Google Scholar 

Shah, N. (2017). Race, ideology, and academic ability: A relational analysis of racial narratives in mathematics. Teachers College Record, 119(7), 1-42.

Article  Google Scholar 

Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23-44.

Article  Google Scholar 

Statistics Canada (2019). Diversity of the Black Population in Canada: An Overview. Retrieved from: https://files.eric.ed.gov/fulltext/ED605380.pdf

Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797-811.

Article  Google Scholar 

Stinson, D. W. (2006). African American male adolescents, schooling (and mathematics): Deficiency, rejection, and achievement. Review of Educational Research, 76(4), 477-506.

Article  Google Scholar 

Takeuchi, M. A. (2016). Friendships and group work in linguistically diverse mathematics classrooms: Opportunities to learn for English language learners. Journal of the Learning Sciences, 25(3), 411–437.

Toronto Board of Education. (1988). Education of Black students in Toronto schools. Toronto: Toronto Board of Education.

Walker, E. N. (2007). Why aren't more minorities taking advanced math? Educational Leadership, 65(3), 48–53.

Wiseman, D., Borden, L. L., Beatty, R., Jao, L., & Carter, E. (2020). Whole-some artifacts: (STEM) teaching and learning emerging from and contributing to community. Canadian Journal of Science, Mathematics and Technology Education, 1–17.

Yaro, K. (2021). Understanding African immigrant families’ support for their children’s mathematics learning in Canada(Doctoral dissertation, University of British Columbia).