Affiliation:
1. Atlanta Public Schools, USA
Abstract
This chapter highlights critical conversations and ideas gathered from a case study on the tracking recommendation perspectives of a team of general Algebra I teachers. Tracking has resulted in the systemic oppression of Black and Brown students and has been a topic of conversation in the scholarly community for many decades. Yet, tracking inequities are rarely discussed amongst current practitioners! The author discusses the use of a conversation protocol and argues that utilizing a Critical Race Theory-inspired hypothetical vignette tool makes an engaging platform for essential discussions on mathematics teachers' tracking recommendation criteria and their conceptualizations of equity. Sharing her experience with using hypothetical vignettes as courageous conversation openers, the author offers a role for mathematics teachers to consider - as facilitators who encourage current and prospective teachers to take a critical lens in the realm of tracking recommendations and center a student's race in decision-making for increased equity in mathematics education.