Mathematics Dispositions and the Mathematics Learning Outcomes of Black Students: How Are They Related?

Autor/inn/en	Young, Jamaal; Cunningham, Jahneille; Ortiz, Nickolaus; Frank, Toya; Hamilton, Christina; Mitchell, Tina
Titel	Mathematics Dispositions and the Mathematics Learning Outcomes of Black Students: How Are They Related?
Quelle	In: Investigations in Mathematics Learning, 13 (2021) 2, S.77-90 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Jamaal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2020.1845537
Schlagwörter	African American Students; Mathematics Instruction; Mathematics Achievement; Correlation; Student Characteristics; Identification (Psychology); Self Efficacy; Student Interests; Grade Point Average; Academic Persistence; Psychological Patterns; Critical Theory; Race; Value Judgment; Credits; High School Students; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Kritische Theorie; Rasse; Abstammung; Werturteil; High school; High schools; Oberschule
Abstract	This study examines the relationship between mathematics dispositions and the mathematics achievement of Black students. The study aims to elucidate the acute effects of mathematics dispositions, such as identity, self-efficacy, interest, and utility, on the mathematics Grade Point Averages (GPAs) and credits earned by Black students. A canonical correlation analysis was performed on data from a sample of Black students (N = 2,492) who participated in the High School Longitudinal Study of 2009/2012. The results indicate that mathematics identity, self-efficacy, and interest are uniquely related to persistence and mathematics performance for Black students. This study contributes to the mathematics education scholarship by providing data-driven recommendations to support Black students' mathematics instruction that maximizes the influence of their unique mathematics dispositions on their long-term learning outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01