This paper utilizes poststructural theory to analyze student artifacts that were collected from a history of mathematics course. The course was designed to counter three types of mathematical narratives, relating to: 1) race, 2) intelligence, and 3) innateness. To address these narratives, the course highlighted the contributions of communities of color and other minoritized populations in the historical development of mathematics. It also explicitly challenged dominant constructions of mathematical history and problematized their use to further the power and privilege of particular groups. Analyses of student artifacts showed that this course provided space for students to defy innate intelligence racial narratives and strengthen their own counter-stories.

本文利用后结构理论来分析从数学史课程中收集的学生工件。该课程旨在对抗三种类型的数学叙述，涉及：1) 种族，2) ​​智力，和 3) 天赋。为了解决这些叙述，本课程强调了有色人种社区和其他少数民族在数学历史发展中的贡献。它还明确挑战了数学史的主导结构，并将其用于促进特定群体的权力和特权的问题。对学生作品的分析表明，这门课程为学生提供了空间，让他们挑战先天智力的种族叙事，并加强他们自己的反故事。