Do Space and Place Delimit What Math our Sons and Daughters Learn and can Do?

Most folks around the USA live in age-long, dilapidated urban neighborhoods characterized by a dense population, overstretched social amenities, underfunded schools, and a polluted environment with toxins from neighboring industries (Tate, 2008, Hogreb et al., 2012, Anderson, 2014). Tate and Hogreb et al. observe that students from these neighborhoods have shown diminishing performance in pre-K-12 algebra. Masingila (1993) observed that students' out-of-class experiences are integral to their in-class learning processes, a notion shared by Gravemeijer (1994) as he explores Realistic Mathematics Education. I concur with Tate (2008) that geospatial factors contribute a large percentage of what students carry to the mathematics classroom or their lived knowledge of the objects of learning. I center my study on mathematics classroom discourse, leveraging social justice-based mathematics training for in-service and pre-service teachers, enriched learning resources, and triple-strand community engagement to improve students' experiences necessary to spur constructive mathematics classroom discourse.