A Narrative Inquiry of Critical Moments in Students' Paths to Math Success

• In Event: Promoting Success in Mathematics Education

Abstract

Students’ individual experiences can contribute to a richer understanding of the personal and environmental barriers students experience in learning math; however, student voices are infrequently represented in the literature on math learning. We conducted a narrative inquiry study of six focus groups in which students discussed their challenges in learning math, as well as the resources and strategies that helped them overcome barriers. We present the themes that emerged across each focus group, as well as detailed findings from one group’s conversations about the participants’ family and home environments as they related to their experiences in math. Results suggest that narratives can raise new areas for investigating learning processes and practical suggestions for better supporting math learners.

Authors

• Nikki G. Lobczowski, McGill University

• Kevin Jarbo, Carnegie Mellon University

• J. Elizabeth Richey, Carnegie Mellon University

• Ellie Morton, Georgia Institute of Technology

• Kenneth R. Koedinger, Carnegie Mellon University