"How You Like Me Now?": Exploring Teacher Perceptions of Urban Middle Schoolers' Mathematical Abilities and Identities

Autor/inn/en	Flint, Tori K.; Sheppard, Peter; Tackie, Nii A.
Titel	"How You Like Me Now?": Exploring Teacher Perceptions of Urban Middle Schoolers' Mathematical Abilities and Identities
Quelle	In: Education and Urban Society, 51 (2019) 8, S.1029-1050 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Flint, Tori K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124518785017
Schlagwörter	Teacher Attitudes; Middle School Students; Middle School Teachers; Urban Schools; Mathematics Skills; Algebra; Experiential Learning; African American Students; Student Motivation; Teacher Expectations of Students; Program Effectiveness; Attitude Change; Federal Programs; Manipulative Materials; Cooperative Learning; Louisiana + Suchen Sie Ihr Suchwort? Lehrerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Experiental learning; Erfahrungsorientiertes Lernen; African Americans; Afroamerikaner; Studentin; Schulische Motivation; Attitudinal change; Einstellungsänderung; Hilfsmittel; Kooperatives Lernen
Abstract	HEAT, an instructional program emphasizing a nontraditional hands-on approach to algebraic instruction for urban, predominantly African American middle schoolers, provides a space to explore teachers' beliefs about urban students' mathematical abilities and motivation and addresses how teacher perceptions can intersect with instruction, learning, and the construction of students' mathematical identities. Using a multiple case study design, we analyzed six urban middle school mathematics teachers' written reflections and interview responses. Findings suggest that teachers' instructional behaviors, along with their perceptions and expectations of urban, African American middle schoolers' mathematical abilities and motivation, interact with students' beliefs and work habits in ways that can promote and support students' positive mathematical identity construction. Thus, HEAT personified thriving learning subcultures and supportive mathematical communities of practice that are far too atypical in urban middle schools. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06