Books > Social sciences > Sociology, social studies > Ethnic studies > Black studies
|
Buy Now
Mathematics Success and Failure Among African-American Youth - The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency (Hardcover)
Loot Price: R5,339
Discovery Miles 53 390
|
|
Mathematics Success and Failure Among African-American Youth - The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency (Hardcover)
Series: Studies in Mathematical Thinking and Learning Series
Expected to ship within 12 - 17 working days
|
No matter how mathematics achievement and persistence are measured,
African Americans seem to lag behind their peers. This state of
affairs is typically explained in terms of student ability, family
background, differential treatment by teachers, and biased
curricula. But what can explain disproportionately poor performance
and persistence of African-American students who clearly possess
the ability to do well, who come from varied family and
socioeconomic backgrounds, who are taught by caring and concerned
teachers, and who learn mathematics in the context of a
reform-oriented mathematics curriculum? And, why do some
African-American students succeed in mathematics when
underachievement is the norm among their fellow students? Danny
Martin addresses these questions in "Mathematics Success and
Failure Among African-American Youth," the results of a year-long
ethnographic and observational study of African-American students
and their parents and teachers.
"Mathematics Success and Failure Among African-American Youth"
goes beyond the conventional explanations of ability, socioeconomic
status, differential treatment, and biased curricula to consider
the effects of history, community, and peers--and the individual
agency that allows some students to succeed despite these
influences. Martin's analysis suggests that prior studies of
mathematics achievement and persistence among African Americans
have failed to link sociohistorical, community, school, and
intrapersonal forces in sufficiently meaningful ways, and that they
suffer from theoretical and methodological limitations that hinder
the ability of mathematics educators to reverse the negative
achievement and persistence trends that continue to afflict
African-American students.
The analyses and findings offered in Martin's book lead to
exciting implications for future research and intervention efforts
concerning African-American students--and other students for whom
history and context play an important role. This book will be
useful and informative to many groups: mathematics education
researchers, education researchers interested in the social context
of learning and teaching, policymakers, preservice and in-service
teachers, students, parents, and community advocates. It will also
be of interest to readers concerned with multicultural education,
cross-cultural studies of mathematics learning, sociology of
education, Black Studies, and issues of underrepresentation in
science and mathematics.
General
Is the information for this product incomplete, wrong or inappropriate?
Let us know about it.
Does this product have an incorrect or missing image?
Send us a new image.
Is this product missing categories?
Add more categories.
Review This Product
No reviews yet - be the first to create one!
|
|
Email address subscribed successfully.
A activation email has been sent to you.
Please click the link in that email to activate your subscription.