We frame teachers’ contextualization of mathematics (CoM) as a classroom-based identity resource. We explore CoM in secondary classrooms in the segregated school landscape of the US, focusing specifically on schools that serve primarily low-income Black and Latinx students. We review literature that discusses commonly-cited affordances for CoM according to formative, affective, functional literacy, and critical literacy rationales and problematize those rationales relative to prior research. We analyze 58 lessons from 12 classrooms at 11 schools to reveal patterns in CoM relative to those commonly cited affordances. The formative, affective, and functional literacy rationales were frequently evident. Teachers draw largely on generic human experiences and marketplace contexts, positioning students as consumers or employees. There were few instances of CoM naming racism or inequality, and our analysis further reveals blind spots in these efforts. Our discussion considers the implications of these patterns.

我们将教师的数学情境化（CoM）框架化为基于课堂的身份资源。我们在美国偏远的学校环境中的中学教室中探索CoM，重点关注主要为低收入黑人和拉丁裔学生提供服务的学校。我们回顾了根据形成性，情感性，功能性素养和批判性素养的理论讨论CoM的常用能力的文献，并对这些理论相对于先前的研究提出了质疑。我们分析了来自11所学校的12个教室的58课，以揭示CoM相对于通常引用的能力的模式。形成性，情感性和功能性扫盲的理由经常很明显。教师在很大程度上借鉴了普通的人类经验和市场环境，将学生定位为消费者或雇员。CoM很少将种族主义或不平等命名为种族歧视，我们的分析进一步揭示了这些努力中的盲点。我们的讨论考虑了这些模式的含义。