Locally disrupting institutional racism by enacting mathematics in a U. S. laboratory classroom

International audienceIn this study I investigate whether mathematical knowledge inherently carries fragments of its socio-political-historical development or if mathematics itself is value-free and can only get a political dimension attached to it by how it is used in society. I empirically approached the problem by studying a laboratory classroom collectively solving a problem. This classroom served as a proxy for a community of practicing mathematicians and I particularly investigated how conceptions of mathematics endorsed in this classroom could support (local) disruption of racism. Theories guiding this study include critical realism and critical race theory and analyzed data includes video records of instruction in this laboratory classroom. Results show that creating opportunities for students to engage in more authentic mathematical practices can support (local) disruption of racism