Reconceptualizing Smartness: Student Perspectives in the Community College Mathematics Classroom

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 3
  In Roundtable Session: Illuminating Student Perspectives of Mathematics Classrooms

Abstract

This study investigates how students at Southern California Hispanic Serving Institution (SCHSI) perceive and define smartness in the mathematics classroom. We employ a qualitative approach, analyzing narratives from an open-response survey question that asked students, "What do you think it means to be smart at [SCHSI] in math?" The findings challenge traditional binary categorizations of dominant and counter narratives, revealing a more nuanced understanding of smartness. The analysis identifies a spectrum of student perspectives, ranging from those emphasizing performance outcomes (e.g., grades, passing) to those prioritizing process-oriented approaches (e.g., understanding, effort, seeking help). The results underscore the importance of recognizing and valuing diverse forms of smartness in mathematics education, particularly within community college settings serving underrepresented student populations.

Authors

• Gabriela M. Hernandez, San Diego State University

• Charles E. Wilkes, University of California - Davis

• Mary E. Pilgrim, San Diego State University