This article focuses on pupils of African heritage in learning mathematics in the midst of the debate on race and inequality in educational provision. It discusses the widespread notions about the challenging nature of mathematics as a subject to learn and the persistent underachievement of pupils of African heritage within the context of the classroom in England. It highlights some of the distinguishing factors at the root of the perceptions pupils of African heritage have of themselves and their implications for learning mathematics. The article argues that highlighting the contributions made by people of African heritage to mathematical knowledge may offer an opportunity for pupils of African heritage to engage with the subject. Furthermore, genuine desire and care for how they are supported is vital if their underachievement in mathematics learning is to be addressed
