Disrupting Perceptions of Underprepared College-Going Latinx Students: Lessons From a Technology-Integrated Mathematics Classroom

• In Event: Disrupting Deficit Perspectives and Ideologies in Mathematics Education

Abstract

Under preparedness continues to negatively impact the college-going experience for Latinx students. The integration of technology in secondary classrooms has played an important role in supporting learning. Widely used instructional technology has been associated with increased academic engagement including dealing with difficult mathematical tasks successfully. This case study investigated the use of instructional technology in a secondary mathematics classroom designed for student with poor performance in mathematics. Data collection included the use of one-on-one interviews, focus groups, and an open-ended online questionnaire where students shared their accounts of how using instructional technology supported their learning of mathematics. The findings revealed new perceptions of college going Latinx students’ mathematics identities and point to unexplored cognitive mechanisms for clearing math anxiety.

Author

• Socorro Orozco, California State University - Los Angeles
  Presenting Author