Stories Matter: Latinx Paraeducators Lived Mathematical Experiences

• In Event: Counternarratives of Preservice Teachers

Abstract

Adichie (2009) asserts that “stories matter” because they help us to humanize and empower one another. Mathematics teaching is an inherently social activity, highly dependent on the stories of the lived experiences of its members. Drawing on sociocultural perspectives, we explore the mathematical lives of Latinx paraeducators to better understand the ways in which their backgrounds might influence their attitudes toward mathematics and mathematics teaching. Eleven paraeducators participated in the study that used interviews, artifacts, and informal observations to document their lived experiences, particularly in regard to mathematics. The evidence suggests that family, community, language, culture, and interests had important influences on participants. Implications on the social aspects of mathematics teaching and the need for relevance are provided.

Authors

• Gisela Ernst-Slavit, Washington State University - Vancouver

• David Slavit, Washington State University Vancouver