Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education

Autor/in	Zelbo, Sian E.
Titel	Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education
Quelle	In: Journal for Research in Mathematics Education, 53 (2022) 5, S.350-364 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Educational History; Race; Mathematics Education; Case Studies; African Americans; Mathematics Achievement; Racism; African American Teachers; African American Students; White Students; Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Rasse; Abstammung; Mathematische Bildung; Case study; Fallstudie; Case Study; Afroamerikaner; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassismus; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin
Abstract	This article describes a historical case study of E. J. Edmunds, a Black mathematics student and teacher in 19th-century New Orleans. Edmunds's career as a student and then teacher of mathematics, which stretched from the antebellum era through Reconstruction and into segregation, was filled with obstacles and indignities but also with improbable successes. Edmunds proved to be among the world's top mathematical talents in 1871 by passing the grueling admissions exam for France's École Polytechnique. The purpose of the present article is to examine the implications that this historically rare example of Black mathematical achievement in the 19th century has for metanarratives of Black obstacles and achievement in mathematics education. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01