International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Community Cultural Wealth of a Multilingual International Student in an Inquiry-based Undergraduate Mathematics Course

Ernesto Daniel Calleros

California State University Fresno

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 243–250ISSN 2790-36482026Scopus conference code 336559
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Abstract

This paper examines the community cultural wealth (CCW) mobilized by Johan, an international, multilingual undergraduate student from Malaysia, as he participated in an inquiry-based mathematics course at a U.S. university. Drawing on Yosso’s (2005) CCW framework, this paper presents an empirical counterstory that makes visible the linguistic, spiritual, social, navigational, aspirational, and resistance capital Johan leveraged in response to English-dominant, religiously blind, and verbally oriented participation norms. This study extends CCW research into undergraduate mathematics education by illustrating the labor required to persist in inquiry-based classrooms that are often assumed to be equitable.

Keywords

Multilingual StudentsInquiry-Based Mathematics EducationEquityUndergraduate Mathematics

Recommended citation

Calleros, E. (2026). Community Cultural Wealth of a Multilingual International Student in an Inquiry-based Undergraduate Mathematics Course. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 243–250). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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