The purpose of this study was to shed light on the mathematics-learning experiences of students who were enrolled in non-credit-bearing remedial mathematics courses at a 4-year university. Non-credit-bearing remedial mathematics courses have a long curricular history in both 2-year and 4-year higher education institutions, but students' mathematics-learning experiences in these courses have been largely unexplored. Furthermore, other recent studies have evinced the otherwise anecdotal supposition that African American learners, particularly, are disproportionately placed in these courses. In this study, students' narratives are the primary unit of analysis, and the data are derived from semistructured interviews with then-enrolled students and observations in a noncredit-bearing remedial mathematics course at a public, 4-year university. The study's findings center on two psychosocial phenomena amid these students' mathematicslearning experiences: identity satisficing and racialized identity threat. The article closes with implications for future research regarding both non-credit-bearing remedial mathematics courses and mathematics-learning identities and experiences.
Filiberto Barajas-López and Gregory V. Larnell
In their commentary, “Toward a Framework for Research Linking Equitable Teaching with the Standards for Mathematical Practice,” Bartell et al. (2017) provide a stepping-stone into the challenge of clarifying the interface between equity and standards setting in mathematics education by devising a framework that relates the Common Core State Standards for Mathematics to an explicit articulation of equitable teaching practices. In this commentary, we respond to this proposed framework and aim to clarify some key elements. Furthermore, we draw on our own positionings and scholarly interests to critique and bolster the framework by focusing on the tensions related to co-opting the Common Core for equity-oriented purposes, the framework's relationship to neoliberalism, and the role of racialized rhetoric and nondominant family and community knowledge.