The Use of Narrative Inquiry in Understanding Successful Latina/o Students’ Mathematical Identity

• In Event: Roundtable Session 18
  In Roundtable Session: Subject Matter in Mathematics, Physical Education, and English Language Learning: Curriculum Among Teachers, Children, and Youth

Abstract

This research project is part of a qualitative study investigating the mathematical identities of Latin@ students in a rural southern town. This research builds on an existing multi-level, sociohistorical framework of mathematics socialization written for use with African American students (Martin, 2000). This framework has previously been applied to use with Latin@ students (Quintos, 2008) and this project seeks to extend this application to specifically focus on Latin@ students who have been categorized as successful by their inclusion in a competitive university program. Through interviews, observations, and narrative inquiry analysis with these successful students, I aim to challenge and rewrite the narrative of Latin@ students often characterized by a deficit perspective in mathematics education.

Author

• Stephanie Anne Wright, University of North Carolina - Chapel Hill