A Story of African American Students as Mathematics Learners

Autor/in	Morton, Crystal Hill
Titel	A Story of African American Students as Mathematics Learners
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 2 (2014) 3, S.234-245 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Mathematics Education; African American Students; Racial Differences; Middle School Students; Females; Student Attitudes; Student Characteristics; Knowledge Level; Mathematical Concepts; Word Problems (Mathematics); Problem Solving; Secondary School Mathematics; Guessing (Tests); Pictorial Stimuli; Multiplication; Comprehension; Mathematical Logic; Concept Formation; Qualitative Research; Statistical Analysis; Longitudinal Studies; Grade 6; Grade 7; Grade 8; Learning Strategies; Interviews + Suchen Sie Ihr Suchwort? Mathematische Bildung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Weibliches Geschlecht; Schülerverhalten; Wissensbasis; Textaufgabe; Problemlösen; Erraten; Fantasieanregung; Multiplikation; Verstehen; Verständnis; Mathematical logics; Mathematische Logik; Concept learning; Begriffsbildung; Qualitative Forschung; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interviewing; Interviewtechnik
Abstract	Educational systems throughout the world serve students from diverse populations. Often students from minority populations (i.e. racial, ethnic, linguistic, cultural, economic) face unique challenges when learning in contexts based on the cultural traditions and learning theories of the majority population. These challenges often leave minority populations labeled as incompetent, unmotivated, and cognitively deficit. In the United States, African American female students are among minority populations who are often positioned as deficit when compared to the majority White population. This study investigates middle school African American female perceptions of themselves as learners and students' knowledge of the meaning of ratio, proportionality, and how to apply and explain their application of proportionality concepts by examining written problem solving strategies over a three-year period. Students' responses are analyzed according to the strategies they used to reach their final solution. The categories of strategies include no-response, guess and check, additive build up with and without a pictorial representation, and multiplicative. The majority of students in this study 86.5%, 69.2%, and 68.6% did not attempt or demonstrated no understanding in year one, two, and three respectively. Additionally, participants reported positive dispositions about themselves as mathematics learners. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01