Mathematics teaching, learning, and liberation in the lives of black children

By D. Martin. 2009

121 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/27917458d72c13b6c97b294967efa524b0c906ba

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Citations in the corpus

Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools (2013, background): “…of their mathematical success or failure and that teachers’ classroom practices and beliefs can dramatically shape these identities – not just for the short term, but also over life spans [Berry, 2008; Jackson, 2009; Martin, 2000, 2009; McGee & Martin, 2011a, b; Spencer, 2009; Stinson, 2009].”
Young, Black, Mathematically Gifted, and Stereotyped (2013, methodology): “Scholars who are critical of reform efforts suggest that those responsible for reforming mathematics curricula have supported improvements for the students most capable of going to college based on grades and standardized test scores (Martin, 2009b; Rousseau & Tate, 2003).”
The many colors of algebra: The impact of equity focused teaching upon student learning and engagement (2016, background): “Studies have shown that active engagement with mathematics increases student interest (Boaler & Greeno, 2000; Engle & Conant, 2002; Martin, 2009) as well as high achievement and persistence in the discipline (Boaler & Staples, 2008).”
“You Would Not Believe What I Have to Go Through to Prove My Intellectual Value!” Stereotype Management Among Academically Successful Black Mathematics and Engineering Students (2011, background): “…academic areas that are particularly rife with gross inequities in participation and prone to racial stereotypes about ability and competence (Martin, 2009b; McGee, under review; Nasir, McLaughlin, & Jones, 2009; J. Spencer, 2008a, 2008b, 2009; Stinson, 2006; Strutchens & Silver, 2000; Tate,…”
The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students (2009, background): “This movement seeks to reorganize and redistribute access to mathematics education through an alignment of universal programs such as “Algebra for All” rather than meeting the specific needs of marginalized groups of students (Martin, 2009).”
Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective (2011, unknown): “The ―for all‖ language prescribes an intervention that treats groups and individuals similarly without adequately addressing the differential realities of the racial and/or cultural experience of African Americans over time (Martin, 2003, 2009).”
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “Instead, the motivation for using a social justice context for learning mathematics should be informed citizenship (Moses & Cobb, 2001) and selfempowerment (Leonard, 2009; Martin, 2009; Sleeter, 1997).”