Adolescent perceptions of being known in the mathematics classroom

摘要

This study expands prior research on mathematics classrooms by investigating students' (N=373, 59% self-identified as a student of color) perceptions of their interactions with their current mathematics teacher, and appraisals of value, expectancy, and cost of participation and experiences with race and mathematics. Our analyses revealed students' perceptions of how well their teacher knew them were related to all four of those variables-and that relations to selfreported value of mathematics and experiences with race and mathematics were stronger for students of color than for white students. Results suggest assessing adolescents' perceptions of being known in studies of mathematical learning may explain variability in making meaning of experience, particularly for students of color.