“You Need to Know Basic Math”: Marginalized Students Question the Usefulness of Advanced Mathematics

• In Event: The Importance of Mathematical Competencies: When and for Whom Do They Matter?

Abstract

1. Purpose
The current study explored marginalized students’ beliefs about what careers involve mathematics and the usefulness of various mathematical competencies for their future careers.
2. Framework
We ground our work in Situated Expectancy-Value Theory, which highlights that students are motivated to achieve in academic areas they value (Eccles & Wigfield, 2020). Secondary-school students may struggle to see the value of mathematical content they receive instruction on due to a lack of contextualization in the math curricula.
3. Methods
In 8th grade (n = 502), students were asked individually about whether 14 careers use math. In 11th grade, a subsample (n = 251 ) participated in focus groups (67 groups) and were asked, “What types of jobs are you interested in doing after you are finished with school? What types of math might you need to know to do these jobs? How might the math you are learning in school be useful for your future jobs?”
4. Data Sources
Participants were predominantly Black (82%) and from economically-disadvantaged homes in the Southern U.S. (78%).
5. Results
In 8th grade, most students believed cashiers and teachers used math. Most students also believed sales floor associates, scientists, computer programmers, and nurses, used mathematics. See Table 1 for a full list of careers and students' responses.
In 11th grade, students discussed many different types of mathematical competencies in their responses. A common theme that arose was that basic math (e.g., addition, multiplication) would be useful in their future (97% of groups), while 36% of groups stated more advanced math (e.g., algebra, geometry) wouldn’t be useful in their future careers or daily lives. For instance, one student said “Yes, I know you got to do budgets and stuff, but as far as X and Ys and Zs, you don't need that to be a lawyer.” Another theme was a mismatch between students’ stated career interests and the level of math they believed would need—66% of groups had a student express they only needed basic math, but their career interest required advanced math coursework and often used advanced math in the job itself. For instance, one student claimed, “Why would you use math to be a nurse?” though nursing programs require advanced math courses and nurses use algebraic thinking.
6. Significance
Students in 8th grade more readily saw careers that used basic math as involving math (see Table 1). When in 11th grade, students saw the utility of basic mathematical competencies taught in elementary school. Mathematical content taught in high school, though, wasn’t seen as very useful, and students were often unaware of what mathematics competencies were needed in required coursework and in their desired careers.
Utility value interventions in which students write about the personal relevance of course material have been effective in improving students’ math utility value (e.g., Hulleman et al., 2010). Another possible leverage point in increasing utility value of advanced math is by expanding students’ knowledge of mathematics used in various careers and the necessary coursework to reach their career goals.

Authors

• Rebecca Adler, Vanderbilt University

• Ashli-Ann Douglas, WestEd

• Kelley Durkin, Vanderbilt University

• Bethany Rittle-Johnson, Vanderbilt University