BLACK STUDENTS' TENSIONS WHEN FREEDOM DREAMING ABOUT AN IDEAL MATHEMATICS EDUCATION IN RURAL APPALACHIA.

This preliminary work is from a larger study on the experiences of Black students learning mathematics in rural Appalachia. Following previous findings, this piece analyzes a series of interviews with Black students from West Virginia who were asked to imagine their ideal mathematics education through the lens of critiquing injustices. These freedom dreams were intended to develop features of a new mathematics education; however, there were tensions present in their re-imagination. They were often constrained by dominant notions of achievement and race in mathematics education. These tensions and student voices need to be taken into consideration in reform and change in mathematics education in rural Appalachia and beyond. [ABSTRACT FROM AUTHOR]