Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enDowning, Gregory A.; McCoy, Whitney N.
TitelExploring Mathematics of the Sociopolitical through Culturally Relevant Pedagogy in a College Algebra Course at a Historically Black College/University
QuelleIn: Journal of Urban Mathematics Education, 14 (2021) 1, S.45-70 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2151-2612
SchlagwörterCollege Mathematics; Algebra; Black Colleges; Mathematics Education; Culturally Relevant Education; African American Students; College Students; Mathematical Applications; Social Problems; Critical Thinking; Racial Bias; Racial Identification; Social Justice; Student Attitudes
AbstractIn collegiate mathematics, college algebra continues to be a barrier to graduation for students (specifically non-science, mathematics, engineering, and science majors). Each year, nearly half of enrolled students struggle to "pass" this course with a grade of C or better (Herriott, 2006). Using innovative constructed lessons geared towards African American students, this research study was designed to investigate the effects of a sequence of such lessons grounded in the principles of culturally relevant pedagogy on students enrolled in an introductory college algebra course at a historically Black college/university. Using critical race theory as a lens, along with culturally relevant pedagogy, this study explored students' abilities to apply mathematics to address contentious and present-day sociopolitical problems through eight in-depth semi-structure student interviews. Further, findings also suggest the need for collegiate mathematics instruction to have more emphasis on cultural components to build students' sociopolitical consciousnesses, because this is integral in helping students be able to think critically and use mathematics in their everyday lives. Students in this experimental course were able to discuss difficult issues, such as the pervasiveness of racism in America (DeCuir & Dixson, 2004) and the importance of cultural identity for African American students (Martin, 2009). (As Provided).
AnmerkungenJournal of Urban Mathematics Education. Texas A&M University, College of Education and Human Development, Aggie STEM, 1411 Hensel Street Suite 201, College Station, TX 77840. Tel: 979-862-4665; e-mail: jume@tamu.edu; Web site: https://journals.tdl.org/jume/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Journal of Urban Mathematics Education" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: