Community-based mathematical investigations gave students confidence to use mathematics for social change¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2011 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students expressed confidence in their ability to collect, organize, and represent data to inform and convince others of community problems, linking mathematics to transformative resistance. → Maura Varley Gutiérrez 2011
Evidence¶
Maura Varley Gutiérrez 2011¶
Maura Varley Gutiérrez, Craig Willey, & Lena L. Khisty. (2011). (In)equitable Schooling and Mathematics of Marginalized Students: Through the Voices of Urban Latinas/os. Journal of Urban Mathematics Education, 4(2), 26–43. http://education.gsu.edu/JUME
q2 · i? · qualitative · r3
Qualitative findings from community-based mathematics projects, including a campaign to save students' school from closure and a bullying-documentation project. Vane proposed surveying robberies in her grandmother's neighborhood; Adán remarked, 'I like seeing all the statistics in action.'
"they expressed confidence in their ability to collect, organize, and represent data in ways that would inform and convince others that there is a problem that needs to be addressed."
Discussion¶
Learner Variables¶
- Academic Self-Concept — outcome: instruction changes it
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Students resisted external definitions of mathematical success and asserted agency in defining their own strategies — related
- Belief factors are positively intercorrelated: a social-dynamic view of mathematics co-occurs with higher task value and confidence (r = .48) and more positive teacher beliefs (r = .41) — related
- AMPT gave students the opportunity to express themselves and see their interests reflected in the math domain — related
- Students confident about their mathematical ability are mostly also convinced of the relevance of mathematics, forming a motivational basis; low-confidence students are hard to motivate — related
- Urban Latina/o students largely defined mathematics narrowly as numbers and success via external measures — related
- Students positioned as leaders thickened an “agents of change” identity by using surveys, data, and graphs to convince others, including teachers — a narrower finding that bears on this claim
- Systemic approach in in-service teacher education promotes holistic thinking but short, fragmented training hinders it (review reports Khisty, 1997) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
community-based-math-social-change |
title |
Community-based mathematical investigations gave students confidence to use mathematics for social change |
description |
Community-based mathematical investigations gave students confidence to use mathematics for social change |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — maura-varley-gutiérrez-2011 |
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