ABSTRACT
It is 8:30 in the morning on the second day of school in a small Southern US port city. Mr. Roberto, a 29-year-old second year math teacher at Sanger Secondary School, is about to begin his synchronous lesson with his first period, a mixed grade math class. Mr. Roberto designed this experimental course to help a few learners “get inside” and “develop an appreciation” for mathematics. The 14 names on the roster include some mandated older teens, who the school labels as “at-risk,” two who just arrived from another county, and a few volunteers who know they can use the extra help. Every student is also taking a regulation math course as well as this one, which Roberto calls “Math for Citizens.”
