Students resisted external definitions of mathematical success and asserted agency in defining their own strategies¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
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q2 i? Students expressed resistance to being defined as good at mathematics through teacher evaluation or test scores, articulating confidence in their own problem-solving approaches. → 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 counterstory analysis from the three-year critical ethnography. Margarita stated she liked to 'think your own way to find out the answer your way. There [are] different strategies, and you can find your own strategy,' reflecting a problem-solving orientation and sense of agency.
"Several students expressed resistance to bein g defined as “good at mat h- ematics” through external evaluations such as by the teacher or from test scores."
Discussion¶
Related Claims¶
- Community-based mathematical investigations gave students confidence to use mathematics for social change — related
- Urban Latina/o students largely defined mathematics narrowly as numbers and success via external measures — reports the opposite
- Students exercise ethical agency in GenAI use through human-AI collaboration strategies, personal ethical frameworks, strategic calibration of use, and resistance to over-reliance — related
- Students critiqued the broad grain size of teacher-in-the-loop personalization and personalization itself met resistance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
student-resistance-own-strategies-math |
title |
Students resisted external definitions of mathematical success and asserted agency in defining their own strategies |
description |
Students resisted external definitions of mathematical success and asserted agency in defining their own strategies |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
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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