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Disrupting Deficit Perspectives and Ideologies in Mathematics Education
Thu, April 13, 8:00 to 9:30am CDT (8:00 to 9:30am CDT), Swissôtel Chicago, Floor: Lucerne Level, Alpine IISession Type: Paper Session
Abstract
This session explores the use of equity and anti-deficit lenses to reframe competence for Black and Latinx children and college students in mathematics and engineering. Research that does not explicitly take these perspectives is re-examined for potential for these goals.
Sub Unit
Chair
Papers
Framing Mathematical Competence and Behavior of a Black Male in a Kindergarten Classroom - Alesia Mickle Moldavan, Georgia Southern University; Monica Lyn Gonzalez, East Carolina University; Annie George-Puskar, Fordham University
What Does It Mean to Be Smart in Mathematics at Community Colleges? An Investigation of the Culture of Mathematics Classrooms in Community Colleges From Students' Perspectives - Gabriela M. Hernandez, San Diego State University; Charles Wilkes, San Diego State University
Black Women Negotiate Systemic Oppression in Undergraduate Engineering and Mathematics Disciplines - Jessica Alyce Wilson, Hondros College of Nursing
Disrupting Perceptions of Underprepared College-Going Latinx Students: Lessons From a Technology-Integrated Mathematics Classroom - Socorro Orozco, California State University - Los Angeles
Does It Count if We Don't Say It? Concerns for Equity in Mathematics Education Research - Imani Masters Goffney, University of Maryland; Laura R. Van Zoest, Western Michigan University