In this article, the author describes how a curricular unit that provided opportunities for active engagement and participation was used to support the geometric reasoning of sixth grade African American (AA) male students. The curricular unit was designed to support students' understanding of quadrilaterals. Data sources (pre-and post-tests, video recordings of classroom episodes, mathematics interviews) were analyzed through quantitative and qualitative methods. Findings showed that students improved in their understanding of quadrilateral classifications. Specifically, students were able to use their knowledge of geometry to evaluate the relationships between pairs of quadrilaterals. However, levels of understanding were varied.
In this article, the authors describe a 16-hour project-based learning statistics unit designed for and implemented with elementary-aged, African American children. The unit was designed to provide the children with mathematical learning experiences that allowed them to make personal sense of mathematics or to use mathematics to critique and analyze issues within their communities or in the wider society. The authors worked with thirteen, elementary-aged, African American girls to address an authentic, school-based problem; four dimensions of equity—power, access, identity, and achievement—was used as a lens to examine the quality of the project and the impact of the mathematical experiences on the students.
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