Students' Expressions of Criticality and Emotion in Historically Responsive Math Task Contexts

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Pursuit of Equity, Criticality, and Counterstories in Mathematics Education (Table 13)

Abstract

In this research we sought to characterize the nature of students’ criticality and emotion in mathematics tasks designed to explore local racial justice issues. We adopted Muhammad’s (2020) historically responsive literacy model as a conceptual frame. This study was conducted as a mixed-methods action research study wherein we designed and implemented an instructional intervention with one class of University precalculus students and surveyed the participants afterward. Our thematic analyses of students’ written responses to tasks and descriptive statistics of survey data led to our articulation of themes and rich descriptions salient to students’ expressed criticality, emotion, and locality. These preliminary analyses underscore the importance of place or locality in mathematics tasks that arguably expand “what counts” as meaningful math learning.

Authors

• Nicole L. Fonger, Syracuse University
  Presenting Author

• Stephen Lewis Caviness, Syracuse University
  Presenting Author

• Waleed Ashraf Raja, Syracuse University
  Presenting Author

• Abigail Erskine, Purdue University
  Non-Presenting Author

• Emmy Wanditi Njue, Syracuse University
  Non-Presenting Author