RUME 28
2026
Alexandria, Virginia
Exploring Math Identity and Cultural Perspectives Through Narrative Math Games
Page: 1385
Students at a Tribal College or University (TCU) can be said to have a “home and family culture that does not fully resonate with that of school and the wider society (Bishop, 1991).” Frequently, attempts to improve math education for these students look at improving access to better math instruction in order to increase achievement. This is the “dominant axis of equity (Gutiérrez, 2012).” Is it possible that using the critical axis, identity to power, math instruction can help TCU students leverage their cultural identities?