Abstract
<p>Since the late 1990s, many U.S. states have responded to the Algebra for All initiative by providing students with equal and early access to algebra. Despite the policy successfully increasing access, urban districts nationwide have continued to experience alarming algebra failure rates over the past two decades, with Minnesota the only state still mandating eighth-grade algebra. In this critical moment, there is a pressing need to better understand students’ experiences in algebra classrooms. Yet children—especially those from historically underserved groups—are often underrepresented as contributors to knowledge in educational research in general, and specifically in mathematics education. Using arts-based research methods, this study uncovers the mathematics identities of historically underserved students (N=12) in North Minneapolis. Findings highlight students’ emotional tensions as algebra learners living precarious lives, as well as their visions of an algebra classroom that supports their overall wellbeing. By interpreting students’ often-hidden experiences as algebra learners, this work offers theoretical and methodological implications for including children as research contributors, as well as insights that can inform pedagogical practices in eighth-grade algebra.</p>