Mathematics Dispositions and the Mathematics Learning Outcomes of Black Students: How are They Related?

Young, Jamaal; Cunningham, Jahneille; Ortiz, Nickolaus A.; Frank, Toya Jones; Hamilton, Christina; Mitchell, Tina

doi:10.1080/19477503.2020.1845537

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…Redesigning spatial–temporal configurations of the classroom could enhance mathematics learning experiences for racialized multilingual learners due to its openness to involving embodied discourse as a mathematical language. In this way, mathematics learning could become more meaningful and authentic to racialized multilingual learners who could contribute to nurturing their confidence, interest, and identity in mathematics (Lambert et al, 2022 ; Leonard et al, 2010 ; Young et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Embodied mathematical pedagogy to liberate racialized and multilingual bodies

Liu

Takeuchi

2022

Educ Stud Math

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When language is defined narrowly in mathematics classrooms, racially and linguistically minoritized students in classrooms could be systematically positioned as “learners of deficiency.” Recent scholarship calls for expanding the notion of language to emphasize embodied expression of mathematical ideas. Taking a critical perspective to understand racialized experiences of using languages in disciplinary learning spaces, this article proposes the reconceptualization of embodiment as a language for racialized multilingual learners. This study was conducted in a Grade 1 classroom in a linguistically and racially diverse school in Canada. Through a series of professional development sessions, we worked with an experienced teacher to redesign the normalized and institutionalized pedagogy toward greater mobility of racialized multilingual learners’ bodies, which was intertwined with their intellectual liberation. Focusing on the spatiality of pedagogy, the previously restrictive areas in the school were transformed into a place that augments embodied expression of mathematical ideas and agentive participation of minoritized learners. The analysis focused on the embodied discourse that participating racialized multilingual students used to actively engage in mathematical discussion. Our findings show that the designed pedagogy, characterized by the spatial and temporal expansion of the learning environment, offered more spaces for uncertainty and spontaneity with the decreased control of the teacher as an explicator. Our article furthers anti-colonial approaches to understand the intersection of racialized bodies and language in mathematics education.

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Section: Discussionmentioning

confidence: 99%

Embodied mathematical pedagogy to liberate racialized and multilingual bodies

Liu

Takeuchi

2022

Educ Stud Math

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“…Interest has also been observed to predict changes in self‐efficacy (Grigg et al, 2018). Taken together, students' interest and self‐beliefs can influence their motivation which affects their persistence and further achievement in mathematics (Young et al, 2021). With the important role that self‐beliefs play in student persistence and motivation in mathematics, it is important to look for every possible way that mathematical self‐beliefs can be strengthened and fortified in students today.…”

Section: Mathematics Achievementmentioning

confidence: 99%

Asking for help as a key to success: The relationship between student help‐seeking skills and mathematics self‐efficacy

Miles

Vela

2022

School Sci & Mathematics

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According to Social Cognitive Theory, self-efficacy describes students' beliefs in their ability to be successful within a certain task or domain. Though some contributions to self-efficacy are generally accepted, it is important to continue to look for additional factors that contribute to selfefficacy, especially those that provide opportunities for educators to improve their students' self-efficacy. This study uses regression analyses on a sample (n = 225) of undergraduate students to examine the unique contribution that help-seeking beliefs make to mathematical self-efficacy. Resultsshow that help-seeking beliefs have a positive relationship with self-efficacy and make a unique, positive contribution to self-efficacy even when controlling for other sources of self-efficacy. Results suggest the need for educators to improve student help-seeking beliefs by purposefully teaching helpseeking skills and providing more access to effective, individualized help for students.

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