Sense of Belonging in Mathematics

The book states that “young people seek to fit in and belong in any way they can” (pg. 310). In the Goals for Achieving Diversity in Mathematics Classrooms, the author also discusses the importance of belonging and how it helps students succeed in mathematics. The author suggests that teachers take on a participation-view of learning, in which teachers and students participate in practicing mathematical concepts as a community (being the classroom in this case). This type of learning has three dimensions: a joint enterprise, a shared repertoire, and a mutual engagement.

A joint enterprise is a when the members of a community engage in activities together, such as producing solutions to problems. In interacting with each other, they acquire more mathematical knowledge. A shared repertoire includes unspoken norms, like studying, doing homework, and taking tests. The third dimension is when there is mutual engagement within the joint enterprise and shared repertoire. These are the ingredients of a classroom where students feel a sense of belonging. When students can use each other to gain mathematical knowledge, they connect with each other and grow as a community. Students can bring their background experiences and knowledge to the table to help solve problems. This way all students feel that sense of belonging.

Want to check out the article from National Council of Teachers of Mathematics?

http://www.nctm.org/resources/nea/mt2005-11-253a.pdf