This synthesis of the key messages and recommendations from the NCTM Catalyzing Change series suggests ways to initiate needed conversations within schools and districts on removing inequitable structures and broadening the purposes of learning mathematics.

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Gutstein, Eric.2003. “Teaching and Learning Mathematics for Social Justice in an Urban, Latino School.” Journal for Research in Mathematics Education34, no. 1 (January): 37–73.

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Larnell, Gregory V.2016. “More Than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation among Black Undergraduates.” Journal for Research in Mathematics Education47, no. 3 (May): 233–69.

Larnell, Gregory V.2016. “More Than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation among Black Undergraduates.” )| false

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Murrell, Peter C.2007. Race, Culture, and Schooling: Identities of Achievement in Multicultural Urban Schools. Mahwah, NJ: Lawrence Erlbaum Associates.

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National Council of Teachers of Mathematics (NCTM). 2020a. Catalyzing Change in Early Childhood and Elementary Mathematics: Initiating Critical Conversations. Reston, VA: NCTM.

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National Council of Teachers of Mathematics (NCTM). 2020b. Catalyzing Change in Middle School Mathematics: Initiating Critical Conversations. Reston, VA: NCTM.

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Steele, Michael D., and
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Stiff, Lee V., and
Janet L.Johnson. 2011. “Mathematics Reasoning and Sense Making Begins with the Opportunity to Learn.” In )| false