Marginalized Students' Perspectives on Instructional Strategies in Middle-School Mathematics Classrooms

Autor/inn/en	Rittle-Johnson, Bethany; Farran, Dale C.; Durkin, Kelley L.
Titel	Marginalized Students' Perspectives on Instructional Strategies in Middle-School Mathematics Classrooms
Quelle	In: Journal of Experimental Education, 89 (2021) 4, S.569-586 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rittle-Johnson, Bethany) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2020.1728513
Schlagwörter	Disadvantaged; Student Attitudes; Educational Experience; Educational Opportunities; Mathematics Instruction; Teaching Methods; Middle School Students; School Districts; Metropolitan Areas; Racial Segregation; Student Centered Learning; Student Interests; Self Esteem + Suchen Sie Ihr Suchwort? Schülerverhalten; Bildungserfahrung; Bildungsangebot; Bildungschance; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School district; Schulbezirk; Ballungsraum; Rassentrennung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Studieninteresse; Self-esteem; Selbstaufmerksamkeit
Abstract	Marginalized students face a range of gaps in experience, highlighting the importance of understanding these students' perspectives on their opportunities to learn. The current study contributes to this effort by reporting on marginalized students' experiences and liking of mathematics instructional strategies in middle-school mathematics classrooms in a large metropolitan school district in the Southern U.S. Middle-school students (N = 466), many of whom attended racially segregated schools, sorted instructional strategies and discussed their experiences with the strategies in small groups or interviews. Most students reported that traditional and student-focused instructional strategies happened in their mathematics class, but fewer student-focused strategies were experienced in racially segregated schools than in racially balanced schools. Most students reported liking all but one of the student-focused strategies and not liking the traditional strategies. Common reasons that emerged during discussions of why students liked particular instructional strategies were that it provided opportunities to learn, built their confidence or increased their interest. Overall, marginalized students' experiences and views should inform efforts to increase the instructional opportunities for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01