Students felt short-changed by classrooms over-emphasizing basic operations and withholding advanced mathematics¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Some students conveyed a sense of being misjudged and abandoned mathematically, wanting more advanced content such as graphs, polygons, and pi that their classrooms did not provide. → 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 theme from student interviews and comments in the after-school ethnography. Yesenia wanted more work with charts (graphs), Katrina asked about shapes and polygons, and Maribel reported lessons on pi stopped because teachers had to teach more science.

"In addition, we were surprised by a final, subtle pattern related to critique and resistance that emerged from some students: a sense that they were being mis- judged and abandoned mathematically—or “short-changed”—in their classrooms."

Discussion¶

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