Afterword: Stop the Math E(race)res

The afterword reflects on the mis-education that has plausibly contributed to scholars of color to avoid mathematical reasoning. The mis-education that Greeks advanced math erases African and South American mathematical reasoning. Not only does the mis-education, as discussed by Carter G. Woodson, disenfranchise Black and brown scholars, but the mis-education includes replacing Kemet math scholars with Greek math scholars in history. A double intellectual imperialism occurs when students are presumably clean slates devoid of cultural and intellectual grounding [Freire, Pedagogy of the oppressed. Herder and Herder (1970)]. Then, the clean slate is infused with falsehoods and mis-education [Woodson, The Mis-education of the Negro. First Africa World Press (1933)]. This Afterword chapter adopts the rationale from several Black and African Studies scholars who assign the origins of math reasoning to its proper inception. Consequently, I resist Western authority, which improperly removed Black and brown scholars from mathematical history. Through such resistance, I intend for all scholars, regardless of race, to acknowledge the true origins of math reasoning and knowingly embrace such history to forge mathematical confidence for all scholars. When scholars of color lead quantitative research, they are reasonably sensitive to the need for inclusive samples. Such inclusion and acceptance are needed to advance research that properly reflects diversity.