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Journal of African American Studies

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01.09.2014 | ARTICLES

Learners of Mathematics: High School Students' Perspectives of Culturally Relevant Mathematics Pedagogy

verfasst von: Tarcia Lasha Hubert

Erschienen in: Journal of African American Studies | Ausgabe 3/2014

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Abstract

Culturally relevant pedagogy (CRP) has been suggested by researchers as one method for improving mathematics education among African-American students, but very little research take into account the students' perspectives of CRP. This case study examines students' perspectives of CRP and the effect that participating in culturally relevant mathematics instruction has on students' attitude and interest toward mathematics. Five students that participated in a culturally relevant mathematics intervention were interviewed. African-American students in the study held positive views of CRP and preferred the method over traditional mathematics instruction. There were six themes developed from the results of the interviews: (1) home-like classrooms; (2) ethic of caring; (3) participation opportunities; (4) technology use; (5) confidence; and (6) motivation. In addition, all students that participated in the study experienced an improved attitude and/or interest toward mathematics.

Vorheriger Artikel Utility of the Beck Anxiety Inventory Among Ghanaians: a Preliminary Study

Nächster Artikel AARMS: The African American Relationships and Marriage Strengthening Curriculum for African American Relationships Courses and Programs

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Titel: Learners of Mathematics: High School Students' Perspectives of Culturally Relevant Mathematics Pedagogy
verfasst von: Tarcia Lasha Hubert
Publikationsdatum: 01.09.2014
Verlag: Springer US
Erschienen in: Journal of African American Studies / Ausgabe 3/2014
Print ISSN: 1559-1646
Elektronische ISSN: 1936-4741
DOI: https://doi.org/10.1007/s12111-013-9273-2

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