PME-NA

"Math Just Doesn't Belong in My Life:" Centering Minoritized Narratives of Mathematical Belonging or Distance

• In Event: Voices and Narrative

Description

Racially minoritized students are disproportionately tracked into non-credit-bearing remedial (NCBR) math classes upon entering college and are often trapped in a cycle of take-fail-repeat. While mathematics is positioned as more important than ever before for a diverse pool of learners, inequitable access to quality math-learning experiences prevails. This study draws upon the theoretical frame of narrative mathematics identity (Langer-Osuna & Esmonde, 2017; Larnell, 2016), taking a humanizing approach to the exploration of community college (CC) students who have taken NCBR math coursework by listening to their personal narratives around mathematics. This report focuses on three of an intimate group of six CC students, whose personal narratives help us think about how mathematics educators can foster positive mathematics identities, as well as center the student voice as we consider who and how mathematics education as a field recognizes and labels a particular kind of student as mathematically successful.

Author

• Ranza Veltri Torres, University of Minnesota