Episode 127: Brittany L. Marshall: Working to Disrupt Traditional Mathematics Logics

Learning to teach math teachers better with Dr. Brittany L. Marshall, Assistant Professor at San Diego State University in the College of Education, as we discuss her advice and expertise as a mathematics teacher educator and her work to disrupt traditional mathematics logics that exclude students from intentionally-neglected communities. Links from the Episode Marshall, B. L., & Battey, D. (2025). “I want them to see their magic!”: Two teachers working within structural constraints to help cultivate their Black girl students’ positive mathematics identities. Journal of Mathematical Behavior, 80. https://doi.org/10.1016/j.jmathb.2025.101273 https://www.sciencedirect.com/science/article/pii/S0732312325000379 Marshall, B. L. (2025). Thoughts and theories on Black girls’ intersectional experiences in mathematics classrooms. Multicultural Perspectives, 27(2), 101–107. https://doi.org/10.1080/15210960.2025.2558482 https://www.tandfonline.com/doi/abs/10.1080/15210960.2025.2558482 Battey, D., Marshall, B.L. (2024). Math logics: Perpetrators of whiteness in STEM educational spaces. In J. Ravulo, K. Olcoń, T. Dune, A. Workman, & P. Liamputtong (eds.), Handbook of Critical Whiteness. Springer. https://doi.org/10.1007/978-981-97-5085-6_34 https://link.springer.com/rwe/10.1007/978-981-97-5085-6_34 Joseph, N. M. (2021). Black Feminist Mathematics Pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system. Curriculum Inquiry, 51(1), 75-97. Shedd, C. (2015). Unequal city: Race, schools, and perceptions of injustice. Russell Sage Foundation. AMTE Service, Teaching, and Research in Matheamtics Education Special Guest: Brittany L. Marshall.