PME-NA

Listening to the Voices of Underrepresented Mathematics Students Moved to Above-Grade-Level Classes

• In Event: Voices and Narrative

Description

Deciding to take above-grade-level coursework in junior high can be a complex decision involving predictive achievement exams, guidance counselors, teachers, parents, and sometimes the students. Such decisions can be filled with bias and prejudice by teachers, particularly if the students fall into an underrepresented group. Research data shows mathematics has a long-standing influence on STEM and non-STEM fields, where many students will play in the field, but few feel they will master or win as academic professionals. This study focused on four underrepresented students who were Pre-Algebra and Algebra students in junior-high-school. Our findings suggest that teachers should minimize underrepresented students’ periods of low micro-math identity they should help students recognize their abilities and qualifications to be successful in an above-grade-level course.

Authors

• Amanda Meiners, Northwest Missouri State University

• Cheryl Ferguson, University of Iowa