Darrius D Robinson
Biographic Data
| ID | 2110013 |
|---|---|
| NAME | Darrius D Robinson |
| GIVEN NAMES | Darrius D |
| FAMILY NAME | Robinson |
| SIGNATURE | ROBINSON D D |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0001-9181-5114 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Beyond Technical Fixes
We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the d…
Cultivating Black liberatory spaces in science, technology, engineering, and mathematics education
Black youth who reject this belief carry a heavy burden to resist anti-Black attitudes and continue to strive for excellence. As a result of this antagonistic relationship, many Black learners are led to believe that high competence in the areas of science, technology, engineering, and mathematics (STEM) are beyond their grasp. Such beliefs can lead Black learners to determine that the pursuit of success in STEM is not worthwhile. In our vision f…
Restoring Mathematics Identities of Black Learners
Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children's mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognitio…
Restoring Mathematics Identities of Black Learners
Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children's mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognitio…
Restoring Mathematics Identities of Black Learners
Black learners are subject to systemic physical, symbolic, and epistemological violence in mathematics classrooms. Such violence has negative ramifications for Black children's mathematics learning and identity development. The authors argue that space should be made within the mathematics classroom to repair the harm caused by this violence. This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognitio…
Cultivating Black liberatory spaces in science, technology, engineering, and mathematics education
Black youth who reject this belief carry a heavy burden to resist anti-Black attitudes and continue to strive for excellence. As a result of this antagonistic relationship, many Black learners are led to believe that high competence in the areas of science, technology, engineering, and mathematics (STEM) are beyond their grasp. Such beliefs can lead Black learners to determine that the pursuit of success in STEM is not worthwhile. In our vision f…
Beyond Technical Fixes
We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the d…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Critical Race Theory in Education (2 works) · Political science (2 works) · Social Psychology (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works) · Aesthetics (1 work) · Cognitive and developmental aspects of mathematical skills (1 work)