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Books > Social sciences > Education > Teaching of a specific subject
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Mathematics Success and Failure Among African-American Youth - The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency (Paperback)
Loot Price: R1,378
Discovery Miles 13 780
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Mathematics Success and Failure Among African-American Youth - The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency (Paperback)
Series: Studies in Mathematical Thinking and Learning Series
Expected to ship within 10 - 15 working days
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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.
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