Abstract
This paper presents an inquiry project by Danny, a high school mathematics teacher from Israel, who aimed to build a sense of belonging in at-risk youth by connecting the mathematics curriculum to the students’ lives and interests. The project focused on improving students’ performance on the matriculation exam through the three types of belonging: formal, social, and cognitive. An example of a Desmos activity is presented to illustrate the potential of inquiry projects to build cognitive belonging in at-risk youth.
Keywords
At-risk youth, mathematics education, inquiry project
How to Cite
Jaworski, D. & Walker, J., (2023) “Where do they all belong?”, Ohio Journal of School Mathematics 93(1), 40--47. doi: https://doi.org/10.18061/ojsm.4197
Rights
Dan Jaworski, Janet Walker