Supporting African American Students’ Learning of Mathematics

Jackson, Kara; Wilson, Jonee

doi:10.1177/0042085911429083

Cited by 30 publications

(22 citation statements)

References 83 publications

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“…For example, asking students "How do you know?" as opposed to a more didactic approach of giving information [frequently used with African American students (Haberman, 1991; Jackson & Wilson, 2012; Ladson-Billings, 1997)] may be especially beneficial for African American students.…”

Section: Dimensions Of the Classroom Learning Environmentmentioning

confidence: 99%

Differential effects of the classroom on African American and non-African American’s mathematics achievement.

Schenke¹,

Nguyen²,

Watts³

et al. 2017

Journal of Educational Psychology

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We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.

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Section: Dimensions Of the Classroom Learning Environmentmentioning

confidence: 99%

Differential effects of the classroom on African American and non-African American’s mathematics achievement.

Schenke¹,

Nguyen²,

Watts³

et al. 2017

Journal of Educational Psychology

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“…Mathematics educators and researchers suggest that mathematics instruction should support students' conceptual understandings and procedural fluency (Jackson & Wilson, 2012). Due to the hands-on, active nature of the HEAT Project, it can be viewed, overall, through a constructivist lens.…”

Section: Constructivismmentioning

confidence: 99%

To What Extent Does Hands-On Exposure to Algebraic Thinking Predict Mathematics Achievement for Urban Middle Schoolers?

Covington

Sheppard

Flint

et al. 2019

JEI

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In this study we investigated the relationship between urban eighth grade students’ Hands-On Exposure to Algebraic Thinking (HEAT) competition performance and their subsequent performance on standardized measures of mathematics achievement (ACT Composite Score, ACT Math Scores, and Louisiana Algebra End of Course Exams). It was found that the pictorial portion of the project was a relatively consistent predictor of participants’ high school academic performance. That is, as participants’ HEAT pictorial competition scores increased, so did their ACT composite, ACT math scores, and Algebra End of Course Exam Scores. Findings from the HEAT Project may contribute to conversations centered on ways to expose urban students to creative, social, hands-on pedagogy in non-evaluative contexts in order to position students for both immediate and long-term mathematics success without sacrificing intellectual rigor.

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“…From this view, the role of the teacher should not be to just pass on knowledge but to facilitate students' learning in how to seek and understand knowledge independently (Wolter-Gustafson, 2004). Particularly in urban schools, successful teachers need to meet the needs of individual students, who rather than needing to be "fixed" with a common panacea, learn at different paces and in different ways (Jackson & Wilson, 2012).…”

Section: Teachers Must Be Independent Decision Makersmentioning

confidence: 99%

Do Teachers Need Structure or Freedom to Effectively Teach Urban Students? A Review of the Educational Debate

Margolis

Meese

Doring

2016

Education and Urban Society

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This article presents both sides of the debate as to whether urban teachers need structure or freedom, and then takes a stand on urban teaching in the current high-stakes assessment climate. First, we trace the 30-year development of American educational policy in the area of structuring teaching. Then, we present research from proponents of structuring the work of teaching, who argue that education, and particularly urban education, needs to be standardized and monitored. We then share literature from teacher freedom proponents who argue that educators need to adapt their curriculum and pedagogical approaches based on students' needs and their own professional judgment. We conclude by arguing that urban teaching needs to be structured to promote freedom, in light of recent developments in the often-ignored fields of neuroscience and neuropsychology.

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Supporting African American Students’ Learning of Mathematics

Cited by 30 publications

References 83 publications

Differential effects of the classroom on African American and non-African American’s mathematics achievement.

Differential effects of the classroom on African American and non-African American’s mathematics achievement.

To What Extent Does Hands-On Exposure to Algebraic Thinking Predict Mathematics Achievement for Urban Middle Schoolers?

Do Teachers Need Structure or Freedom to Effectively Teach Urban Students? A Review of the Educational Debate

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