Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys

Autor/in	Berry, Robert Q., III
Titel	Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys
Quelle	In: Journal for Research in Mathematics Education, 39 (2008) 5, S.464-488 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Males; African American Students; Middle School Students; Teacher Expectations of Students; Mathematics Achievement; Educational Experience; Socioeconomic Status + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungserfahrung; Socio-economic status; Sozioökonomischer Status
Abstract	This article is about 8 African American middle school boys who have experienced success in mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities. (Contains 4 footnotes and 1 table.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10