id: 06356421
dt: a
an: 2014f.00398
au: Malloy, Carol E.
ti: Instructional strategies and dispositions of teachers who help African
American students gain conceptual understanding.
so: Martin, Danny Bernard (ed.), Mathematics teaching, learning, and liberation
in the lives of black children. London: Routledge (ISBN
978-0-8058-6463-2/hbk; 978-0-8058-6464-9/pbk; 978-0-203-87770-8/ebook).
Studies in Mathematical Thinking and Learning Series, 88-122 (2009).
py: 2009
pu: London: Routledge
la: EN
cc: D40 C60
ut: conceptual understanding; instructional strategies; instructional
practices; studentsâ€™ perception; socio-cultural aspects
ci:
li:
ab: From the text: Motivated by the lack of empirical research about how
African American students who become proficient in mathematics have
been taught, my purpose in this chapter is to present the instructional
strategies and dispositions of teachers who helped African American
middle school students gain conceptual understanding in mathematics.
Before presenting data on these teachers, I feel compelled to share a
brief case that represents what happens to many African American
students in mathematics classrooms. I chose this case because it does
not represent a student who continually struggled to understand
mathematics or who was in a lower track mathematics class; it presents
what happened to a student in a ninth-grade honors geometry class.
rv: