The Experiences of an African American Male Learning Mathematics in the Traditional and Online Classroom--A Case Study

Autor/inn/en	Corey, Darryl L.; Bower, Beverly L.
Titel	The Experiences of an African American Male Learning Mathematics in the Traditional and Online Classroom--A Case Study
Quelle	In: Journal of Negro Education, 74 (2005) 4, S.321-331 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Educational Environment; Cultural Influences; Cognitive Style; Online Courses; Algebra; Distance Education; African American Students; Males; Mathematics Education; Case Studies; Interviews; Observation; Conventional Instruction; Comparative Analysis; Middle School Students; High School Students; Low Achievement; Mathematics Achievement + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural influence; Kultureinfluss; Cognitive styles; Kognitiver Stil; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Mathematische Bildung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The purpose of this study was to compare the learning experience of an African American male mathematics student within an online learning environment and in a traditional mathematics classroom. This case study examined the experiences of one African American male whose mathematics performance had historically been below average. Data collection methods included interviews, observations, and student artifacts. The study examined the presence of cultural exchange within the traditional classroom and the online learning environment, and how these environments impacted this student's learning in algebra I. Findings supported the online environment over the traditional classroom. The online classroom provided this student with access to information that facilitated his understanding of algebra at a pace and in an environment more supportive of his learning style. (Author).
Anmerkungen	Journal of Negro Education. Howard University, P.O. Box 311, Washington, DC 20059. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: jne@howard.edu; Web site: http://www.journalnegroed.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10