Preface |
|
vii | |
Acknowledgements |
|
x | |
SECTION I Mapping a Liberatory Research and Policy Agenda |
|
|
1 Liberating the Production of Knowledge About African American Children and Mathematics |
|
|
3 | |
|
|
SECTION II Pedagogy, Standards, and Assessment |
|
|
2 Researching African American Mathematics Teachers of African American Students: Conceptual and Methodological Considerations |
|
|
39 | |
|
LAWRENCE M. CLARK, WHITNEY JOHNSON, & DANIEL CHAZAN |
|
|
|
3 "This Little Light of Mine!" Entering Voices of Cultural Relevancy into the Mathematics Teaching Conversation |
|
|
63 | |
|
|
|
4 Instructional Strategies and Dispositions of Teachers Who Help African American Students Gain Conceptual Understanding |
|
|
88 | |
|
|
|
5 Contrasting Pedagogical Styles and Their Impact on African American Students |
|
|
123 | |
|
ROBERT Q. BERRY III & OREN L. MCCLAIN |
|
|
|
6 More than Test Scores: How Teachers' Classroom Practice Contributes to and What Student Work Reveals About Black Students' Mathematics Performance and Understanding |
|
|
145 | |
|
|
SECTION III Socialization, Learning, and Identity |
|
|
7 The Social Construction of Youth and Mathematics: The Case of a Fifth-Grade Classroom |
|
|
175 | |
|
|
|
8 Identity at the Crossroads: Understanding the Practices and Forces that Shape African American Success and Struggle in Mathematics |
|
|
200 | |
|
|
|
9 Wrestling with the Legacy of Stereotypes: Being African American in Math Class |
|
|
231 | |
|
NA'ILAH SUAD NASIR, GRACE ATUKPAWU, KATHLEEN O'CONNOR, MICHAEL DAVIS, SARAH WISCHNIA, & JESSICA TSANG |
|
|
|
10 Opportunities to Learn Geometry: Listening to the Voices of Three African American High School Students |
|
|
249 | |
|
MARILYN E. STRUTCHENS & S. KATHY WESTBROOK |
|
|
|
11 Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically and Mathematically Successful African American Male Students |
|
|
265 | |
|
|
|
12 "Come Home, Then": Two Eighth-Grade Black Female Students' Reflections on Their Mathematics Experiences |
|
|
289 | |
|
|
|
13 "Still Not Saved": The Power of Mathematics to Liberate the Oppressed |
|
|
304 | |
|
|
SECTION IV Collaboration and Reform |
|
|
14 University/K-12 Partnerships: A Collaborative Approach to School Reform |
|
|
333 | |
|
MARTIN L. JOHNSON & STEPHANIE. TIMMONS BROWN |
|
|
Contributors |
|
351 | |
Index |
|
355 | |