Supports for De-tracked Mathematics Instruction: Seventh Grade Students’ Descriptions of “Good at Math”

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 3
  In Roundtable Session: Supporting Positive Mathematical Affect Through Instruction and Informal Learning

Abstract

Our study features the initial results of a multi-year project to de-track mathematics instruction for eight middle schools in a Pacific Northwest public school district. The first phase of project chronicles the aggregate mathematical affects, by tracked and de-tracked cohorts, for 1,189 7th grade students at the beginning of the 2022-2023 school year. Featuring analysis of students' drawings of "who or what math is" to them, and survey results that map to the NRC's (2001) Five Strands of Mathematical Competency, our study contributes to methodology and theory in mathematics education research. Our mixed-methods study also informs the ongoing work of educators and researchers seeking to identify and solve problems of practice in supporting equitable, and de-tracked, mathematics instruction.

Authors

• Jennifer L. Ruef, University of Oregon

• J. Chris Willingham, James Madison University

• Zoë Constantine, University of Oregon