Urban Latina/o students largely defined mathematics narrowly as numbers and success via external measures¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: baselines and conditions change

Subclaims¶

q2 i? Students' perceptions of mathematics reflected constricting institutional arrangements, gravitating toward a numbers-focused view and external measures like grades and test scores. → 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

Critical ethnographic analysis of students' comments across three years of after-school mathematics clubs at two urban sites. Students rarely broke out of the 'mathematics-is-numbers' box; one student described seeing 'a whole bunch of numbers, and problems go around me, and I get dizzy.'

"When students were asked to consider what it takes to be “good at mathematics,” they largely gravitated toward external measures of mathematical success, such as grades or test scores."

Discussion¶

Related Claims¶

• Students resisted external definitions of mathematical success and asserted agency in defining their own strategies — reports the opposite
• Community-based mathematical investigations gave students confidence to use mathematics for social change — related