Extensive research on equity in mathematics education has informed teachers, teaching, and learning outcomes (e.g. Cohen & Lotan, 1997; Gutstein, Lipman, Hernandez, & de los Reyes, 1997). The presenters in this symposium argue that we need more research focusing on the experiences of historically marginalized students (e.g. African American, Latino/a, Native American, English-Language Learners). We have taken up a call to problematize issues of identity, positioning, and power in mathematics learning (Gutiérrez 2007; Martin, 2009a) by privileging the experiences of members of historically marginalized populations. 

Scholarly conversations about knowledge for teaching have grown to include special content knowledge (Ball, Thames, & Phelps, 2008) and social processes that affect learning (Martin, 2000; Nasir & Hand, 2008). Historically marginalized students experience mathematics differently than those who have positions of power or privilege. Martin (2009a) argued that research in mathematics education has not yet made the necessary connections between historical, political, and social factors, and student achievement. Additionally, Herrenkohl & Mertl (2010) argued that while contemporary sociocultural theorists have progressed social theories of learning, research that accounts for the whole learner in all its complexities is lacking, and we argue especially lacking in mathematics education. As mathematics educators, we assert that our field needs to further investigate how we should attend explicitly to dimensions of power and identity emergent from race, language, and culture, in learning mathematics (Aguirre, 2009; Gutiérrez, 2007). Further, with current inequitable achievement patterns, this research is imperative to inform teachers and educators around the experiences of marginalized students.    

Study 1: Factors Influencing African American Student Success in Mathematics

This study aimed to take up an historical contextual frame to problematize the current learning and achievement of Black students as it explored the question, “What are the factors that influence successful mathematics achievement for Black students raised in the U.S.?”  Data included historical analysis, 69 surveys, and 12 in depth student interviews.  The results indicate that there are several factors that influence positive math learning and achievement for Black students socialized in the U.S.   Those factors included assertive student personalities, authentic teacher relationships, high motivation, positive identities (mathematical and personal), social capital, and agency. The results also suggest that when Black students are successful in mathematics classrooms, they are participating in what Martin (2009b) calls “liberatory resistance.”  These findings highlight potential pedagogical methodologies for teacher educators.  
 

Study 2: Latino/a Students’ Mathematics Identities in Two Algebra 1 Classrooms

Though much research on Latino/a mathematics students centers on the roles of language and culture, the articulation of how race, language, and other factors play a role in learning mathematics remains under-researched. In this study, I drew on Martin’s (2000, 2009a) framing of mathematics identity, sociocultural learning theories (Boaler & Greeno, 2000; Nasir & Hand, 2008; Wenger, 1998), and Critical Race Theory (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2002), to frame mathematical identity as situated at the intersection of individual students and their classroom settings.  I use the concept of identity negotiation to explore how students embrace, maintain, reject, or shift their identities over the course of the study.

Through interviews, focus groups, and class observations, I documented and described the mathematical identity development and ongoing identity negotiation of seven Latino/a high school students in two high school Algebra 1 classes. My findings focus on classroom factors that impacted student’s identity negotiation.

Study 3: Student Positioning and Perceptions of Competence During Groupwork

This qualitative research study focused on student status (Cohen, 1997), positioning (Harré & van Langenhove, 1999), and mathematics learning during groupwork in one high school mathematics classroom. The teacher used the principles of complex instruction (Cohen & Lotan, 1997) in order to create opportunities for all students to find themselves mathematically competent.  I investigated: 1) how did the teacher’s pedagogical choices impact student status and positioning? and 2) how did this structure position students with respect to learning?

I used ethnographic methods (Merriam, 2009), including: fieldnotes from classroom observations, video recordings of observations and interviews with the teacher and students, and student artifacts.  I will share findings related to: the teacher’s attention to status differences, how students responded to the pedagogy of the classroom, and how and whether treating status differences appeared to move the students towards more equitable interactions and increased mathematics learning.
 

Study 4: Experiences of Students of Color with Critical Mathematics in a Precalculus Class

This study focused on a critical mathematics unit in a predominantly Latino, low-income public high school in which students used mathematics to better understand income inequality. Over the course of the unit, students learned how to calculate a statistical measure of inequality (Gini Coefficient) while discussing causes of and solutions to social inequity. Data included videotaped classes, classroom observations, student interviews and focus groups, teacher/researcher journals, and student work. Data illustrated that the social relevance and importance of the mathematics promoted student perseverance in learning difficult concepts (Calculus), mathematical agency (i.e., knowing/using mathematics in ways that reflect understanding), and sociopolitical agency (i.e., the capacity to critique and act upon one’s world (Holland et al., 1998). These findings highlight the potential for critical mathematics education to provide powerful learning experiences for students who have historically been underserved.

References

Aguirre, J. (2009). Privileging mathematics and equity in teacher education: Framework, counter-resistence strategies and reflections from a Latina mathematics educator. In B. Greer, S. Mukhopadhyay, A. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 270-299). New York, NY: Rutledge.

Ball, D. L., Thames, M. H., & Phelps, G. (2008).  Content knowledge for teaching:  What makes it special?  Journal of Teaching Education, 59(5), 389-407.

Boaler, J., & Greeno, J. (2000). Identity, agency, and knowing in mathematical worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). Stamford, CT.: Able.

Cohen, E. (1997). Equity in heterogeneous classrooms: A challenge for teachers and sociologists. In E.G. Cohen & R.A. Lotan (Eds.), Working for Equity in Heterogeneous Classrooms: Sociological Theory in Practice (pp. 3-14). New York: Teachers College Press.

Cohen, E. G. & Lotan, R. A. (1997). Raising expectations for competence: The effectiveness of status interventions. In E.G. Cohen & R.A. Lotan (Eds.), Working for Equity in Heterogeneous Classrooms: Sociological Theory in Practice (pp. 3-14). New York: Teachers College Press.

Gutiérrez, R. (2007). Redefining equity:  The importance of a critical perspective.  In N. Nasir & P. Cobb (Eds.). Improving access to mathematics: Diversity and equity in the mathematics classroom (pp. 37-50).  New York: Teachers College Press.

Gutstein, E., Lipman, P., Hernandez, P., & de los Reyes, R. (1997). Culturally Relevant Mathematics Teaching in a Mexican American Context. Journal for Research in Mathematics Education, 28(6), 709-37.

Harré, R., & van Lagenhove, L. (1999). Positioning theory: Moral contexts of intentional action. Oxford: Blackwell.

Herrenkohl, L. R. & Mertl, V. (2010).  How students come to be, know, and do:  A case for a broad view of learning.  New York, NY:  Cambridge University Press.  

Holland, D., Lachicotte, W., Skinner, D. & Cain, C. (1998).  Identity and agency in cultural worlds. Cambridge, MA:  Harvard University Press.

Ladson-Billings, G. & Tate, W. (1995).  Towards a critical race theory of education.  Teachers College Record, 97(1), 47-68.

Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individualagency. Studies in Mathematical Thinking and Learning. New Jersey: Lawrence Erlbaum Associates.

Martin. D.B. (2009a). Researching race in mathematics education. Teachers College Record, 111(2), 295-338.

Martin, D. B. (Ed.). (2009b).  Mathematics teaching, learning, and liberation in the lives of Black children.  New York:  Routledge.

Merriam, S.B. (2009). Qualitative research: A guide to design and implementation—Revised and expanded from Qualitative research and case study applications in education, 2nd Edition (1998). San Francisco: Jossey-Bass.

Nasir, N. & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. Journal of the Learning Sciences, 17(2), 143-179.

Solórzano, D.G., & Yosso, T.J. (2002).  Critical race and LatCrit theory and method: Counter-storytelling.  Qualitative Studies in Education, 14(4), 471-495.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge  U.K.: Cambridge University Press.