UCLA

In line with shifts to avoid blaming individual students and instead be critical of systems that produce inequitable outcomes, this research honors the voices of those closest to math instruction: students. This study sought to learn directly from high school students of color about their experiences as math learners. The study surveyed over 400 respondents; self-identified as 77% Latinx, 11% Black, and 10% mixed followed by focus group interviews (over 30 students). The findings affirm many prior findings (e.g. teacher caring matters) and point to what this group of students desire most as math learners: confidence and help to understand math material particularly noting challenges around variables. The findings have numerous implications for practitioners, namely the importance of student success the first time they enroll in Algebra 1 and the negative impact of the introduction of variables on students’ experiences.