Students participating in community mathematics practices regarded their everyday home math as inferior to higher-status school math¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who participated in the mathematics practices of their communities while attending school felt their everyday or home math practices were inferior and that school math was of higher status. → Na'ilah Suad Nasir 2008

Evidence¶

Na'ilah Suad Nasir 2008¶

Na'ilah Suad Nasir, Victoria Hand and Edd V. Taylor. (2008). Culture and Mathematics in School: Boundaries between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond. Review of Research in Education, Vol. 32. https://doi.org/10.3102/0091732X07308962

q2 · i? · review · r3

The review reports, citing de Abreu (1995) and de Abreu & Kline (2006), that students who used everyday math practices nonetheless "felt that such practices were inferior and that the school math was of higher status." Narrative attribution to second-hand studies; no effect sizes printed.

"Although stu dents often used practices from their everyday or home math, they clearly felt that such practices were inferior and that the school math was of higher status or was more highly valorized by students (de Abreu, 1995; de Abreu & Kline, 2006)."

Discussion¶

Related Claims¶

• Teachers who took part in funds of knowledge household research came to view their minority students as competent and raised their expectations of them. — related