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E-raamat: Mathematics Teaching, Learning, and Liberation in the Lives of Black Children [Taylor & Francis e-raamat]

Edited by (University of Illinois at Chicago, USA)
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With issues of equity at the forefront of mathematics education research and policy, Mathematics Teaching, Learning, and Liberation in the Lives of Black Children fills the need for authoritative, rigorous scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities. This timely collection significantly extends the knowledge base on mathematics teaching, learning, participation, and policy for black children and it provides new framings of relevant issues that researchers can use in future work. More importantly, this book helps move the field beyond analyses that continue to focus on and normalize failure by giving primacy to the stories that black learners tell about themselves and to the voices of mathematics educators whose work has demonstrated a commitment to the success of these children.

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
DANNY BERNARD MARTIN
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
LOU EDWARD MATTHEWS
4 Instructional Strategies and Dispositions of Teachers Who Help African American Students Gain Conceptual Understanding
88
CAROL E. MALLOY
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
ERICA N. WALKER
SECTION III Socialization, Learning, and Identity
7 The Social Construction of Youth and Mathematics: The Case of a Fifth-Grade Classroom
175
KARA J. JACKSON
8 Identity at the Crossroads: Understanding the Practices and Forces that Shape African American Success and Struggle in Mathematics
200
JOI A. SPENCER
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
DAVID W. STINSON
12 "Come Home, Then": Two Eighth-Grade Black Female Students' Reflections on Their Mathematics Experiences
289
YOLANDA A. JOHNSON
13 "Still Not Saved": The Power of Mathematics to Liberate the Oppressed
304
JACQUELINE LEONARD
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
Danny Bernard Martin is Chair of the Department of Curriculum and Instruction in the College of Education and Associate Professor of Mathematics at the University of Illinois at Chicago.