As a former math teacher, it’s no wonder that hundreds of students across the country feel unrecognized, unsupported, and disconnected from classrooms. Many of these students also ask how what they are learning affects their future. This fact, well known to math teachers, is especially evident in high school classrooms, where rigorous content can be motivating or alienating. What may surprise you is how challenging this experience is for disadvantaged students, especially black or disadvantaged students. Recent research examines this disparity, providing important insights into how students perceive their math skills and future implications.
Underestimated high school students report negative experiences with teachers’ mathematics knowledge, which weakens their mathematical identity and faith in the use of mathematics.
This study, conducted by Ashli-Ann Douglas and others, examines how high school students, particularly Black and economically disadvantaged, experience and perceive mathematics education. The findings reveal significant differences in how these students perceive their math skills and their relevance to their future.
A key finding from Douglas et al. (2024):
- Negative perceptions of teacher support. Many students, especially those in general mathematics courses, reported that their teachers lacked the necessary knowledge and skills to teach mathematics effectively. This often leaves students feeling unsupported and confused, with Black girls often expressing frustration with their teachers’ methods.
- Challenges in mathematical identity. A significant number of Black girls in mainstream math classes reported that they did not feel “good at math,” a perception that was heavily influenced by their negative classroom experiences. In contrast, students in advanced math courses were more likely to have good math skills, although even these students sometimes doubted their abilities.
- Doubts about statistical relevance. Many students struggled to see the relevance of advanced mathematics to their future careers, especially when their teachers did not connect the material to real-world applications. This issue particularly affected Black girls, who often misunderstood the level of mathematics required for their career aspirations.
- The importance of cooperative learning. Black boys tend to report positive experiences with cooperative learning in math classes, suggesting that teachers may be underutilizing these opportunities or that they are ineffective for Black girls.
Can we trust this research?
Not all research is equal! Here’s what our We Are Teachers “Malarkey Meter” says about this book based on four key points.
- Peer reviewed? Yes! This research has been closely watched by experts in this field.
- Sample size: This study involved 251 high school students from 19 schools in a large urban district in the southern United States. Although not the largest sample, it is much larger than most qualitative research samples. They go beyond seeking the truth in the experiences of these students!
- Reliable sources: Dr. Douglas and her team (Bethany Rittle-Johnson, Adriana Méndez-Fernández, Claudell Haymond Jr., Jamila Brandon, and Kelley Durkin) are well-established in the field of education, with numerous publications focused on educational equity, including a total of more than 16,000 citations. This is also published in the prestigious American Educational Research Journal—it’s hard to get accepted into this journal!
- How to do it: The study used qualitative methods—interpreting students’ words as data points—using focus groups to gather in-depth opinions from students. This approach effectively explores the dynamic experiences and perspectives of disadvantaged students. Also, their great team ensures multiple rounds of eligibility checks when collecting themes. Although some economic researchers may not prefer qualitative methods of studies, they are very important in helping to improve education.
What can teachers take away from this study?
The research team provided this information to teachers when we contacted them:
- Reinforce math literacy. Make sure your teaching methods are effective and accessible to all students. The research team emphasized, “Our study shows the importance of asking questions and listening to students, as they provide a lot of insight.”
- Encourage mathematical ownership. Recognize and celebrate students’ mathematical efforts while encouraging cognitive development and providing individual support to build their confidence. This research shows that “students were usually willing to learn and talk about their needs, but teachers often ignored them or silenced them. This was especially true for Black girls who faced unique, additional barriers in their math classrooms.”
- Connect analytics to real applications. Make math relevant by connecting lessons to students’ future careers and everyday life. Help students understand how math can be a powerful tool in achieving their goals. The research team emphasized the importance of listening to students who do not often talk or concentrate in math classes.
- Promote collaborative learning. Create more opportunities for students to work together on math problems. The researchers noted, “Finding, listening, and addressing all of the students’ concerns and suggestions is a useful and effective way for teachers to gather feedback and work to improve the effectiveness of their teaching and learning environment.”
We can change the way underserved high school students experience math. This study highlights the role of positive teacher interactions in shaping mathematics identity and demonstrating mathematics relevance. By listening to students, connecting lessons to real life, and fostering an inclusive environment, we help all students, especially those who feel invisible, realize their potential. We can teach math while empowering students to see themselves as capable and ready to succeed.
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