Rarely Discussed and Often Ignored: Classroom Factors Affecting Black Students' Experiences in Developmental Mathematics

Autor/inn/en	Roberts, Maxine T.; Almeida, Daniel J.
Titel	Rarely Discussed and Often Ignored: Classroom Factors Affecting Black Students' Experiences in Developmental Mathematics
Quelle	In: Journal for Research in Mathematics Education, 54 (2023) 3, S.183-201 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
DOI	10.5951/jresematheduc-2020-0257
Schlagwörter	African American Students; Developmental Studies Programs; Remedial Mathematics; Community Colleges; Two Year College Students; Student Attitudes; Barriers; College Faculty; Teaching Methods; Problem Solving; Racism; Teacher Expectations of Students; Mathematics Instruction; Interpersonal Relationship; Classroom Environment + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Community college; Community College; Schülerverhalten; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Rassismus; Mathematics lessons; Mathematikunterricht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenklima; Unterrichtsklima
Abstract	We present findings from a study about obstacles that Black students who succeeded in developmental mathematics in community college reported having endured in those mathematics classrooms. To understand the types of obstacles that can arise for students in these classrooms, we analyze data using two frameworks: mathematics identity and dimensions of mathematics classrooms. Study participants faced obstacles in three categories: (a) impressions of faculty's instructional practices for problem solving; (b) negative race-related perceptions they believed classmates had about them; and (c) perceptions about instructors' expectations. These findings contribute to literature on Black students' progress in mathematics by identifying obstacles experienced by students who achieve in these courses and can also inform professional development learning for mathematics faculty. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01