BLACK STUDENTS’ MATHEMATICS IDENTITIES IN RURAL APPALACHIA.

The ways in which Black students identify with and experience mathematics is contextual, so it is necessary to explore the peculiarities and complexities of the experiences of Black learners of mathematics in various spaces and geographies while also attending to the intricacies of individual and schoolwide interactions. One context that needs this attention is rural Appalachia. The region is defined by a normative Whiteness and by economic issues, resulting in issues of race being made invisible. This study explores the mathematics identities and experiences of Black students in rural Appalachia. One in-progress counterstory of a Black student in the region is presented here. This highlights the necessity to explore mathematics identity and socialization in the context of rural Appalachia. [ABSTRACT FROM AUTHOR]