RUME 27
2025
Alexandria, Virginia
Reconceptualizing Smartness: Student Perspectives in the Mathematics Community College Classroom
Page: 92
This study investigates how students at a Southern California Hispanic Serving Institution (SCHSI) perceive and define smartness in the mathematics classroom. We employ a qualitative approach, analyzing narratives from an open-response survey question that asked students, "What do you think it means to be smart at [SCHSI] in math?" The findings challenge the traditional binary categorization of dominant and counter narratives, revealing a more nuanced understanding of smartness. The analysis identifies a spectrum of student perspectives, ranging from those emphasizing performance outcomes (e.g., grades, passing) to those prioritizing process-oriented approaches (e.g., understanding, effort, seeking help). The results underscore the importance of recognizing and valuing diverse forms of smartness in mathematics education, particularly within community college settings serving underrepresented student populations. By fostering an inclusive learning environment that acknowledges and supports various conceptions of smartness, educators can empower students to develop a positive mathematical identity.