Mathematics Success and Failure Among African-American Youth: The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency

By D. Martin. 2000

390 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/aee36e145bc1642c8056a6c2d6b872458f968ae6

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Citations in the corpus

Identity, Goals, and Learning: Mathematics in Cultural Practice (2002, background): “, 1998; Ogbu, 1992) and with mathematics classes in particular (Ginsburg & Russell, 1981; Martin, 2000).”
Access to Mathematics: “A Possessive Investment in Whiteness”1 (2013, background): “Some of this work focuses on the successful mathematics experiences of African American students (Berry, 2005; Martin, 2000, 2006a, 2006b; Moody, 2001; Stinson, 2008; Thompson & Lewis, 2005); others have attended to using culture and/or parents as a resource for Latino students (Anhalt,…”
On Defense: African American Males Making Sense of Racialized Narratives in Mathematics Education (2011, background): “In an attempt to counter these persistent discourses, recent research in mathematics education has shifted toward focusing on successful African American children (see Berry, 2005; Martin, 2000; Moody, 2004; Stinson, 2004).”
Power, Identity, and Mathematical Practices Outside and Inside School (2013, background): “Scholars have argued that to understand learning and engagement in mathematical activity, it is critical to understand how learners develop a sense of membership in a practice and the extent to which youth identify as “learners” and “doers” of mathematics (Martin, 2000; Nasir, 2002).”
Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance (2011, background): “Martin (2000) evaluated the mathematical proficiency of African American students and suggested that history and context of the African American experiences are crucial for improved mathematical proficiency and reasoning in algebra and geometry, and calls for educators to develop an awareness of…”
Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender (2015, background): “In parallel, Martin (2000) showed how families strongly influenced the success of African American students in mathematics.”
The Potential of a Culturally Based Supplemental Mathematics Curriculum to Improve the Mathematics Performance of Alaska Native and Other Students (2012, background): “Schooling was viewed more as contested space in which issues of power, culture, language, and identity required many students to choose between the culture of their natal community and the culture of schooling (Lipka & McCarty, 1994; Lipka & Yanez, 1998; Martin, 2000).”
Counter Narratives: Examining the Mathematics and Racial Identities of Black Boys who are Successful with School Mathematics (2011, background): “Implicit in the calls for closing the achievement gap are the suggestions that if Black students are to become more proficient and high achievers they must be more like White and Asian students in terms of their dispositions and values (Martin 2009). Martin (2007) argues that existing literature has”
The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement (2014, background): “…time, only recently have mathematics educators begun to address the critical role of students’ mathematical dispositions (Kilpatrick et al., 2001; Martin, 2000) and to examine pedagogical practices that encourage students to see themselves as learners who “think, negotiate, and understand”…”
Culturally Situated Design Tools: Ethnocomputing from Field Site to Classroom (2006, neutral): “Danny Martin (2000) reports a similar finding in African American conceptions of the “cultural ownership” of mathematics.”
An Intersectional Analysis of Latin@ College Women's Counter-stories in Mathematics (2016, background): “…or race for its lens of analysis in understanding experiences of marginalization among women and students of color in mathematics (see, e.g., Berry, 2008; Boaler, 2002; Damarin, 2000; Fenne-ma, Carpenter, Jacobs, Franke, & Levi, 1998; Martin, 2000; Mendick, 2006; Stin-son, 2008; Terry, 2011).”
Being a Mathematics Learner: Four Faces of Identity (2015, background): “Others (e.g., Martin, 2000; Mendick, 2003; Sfard & Prusack, 2005) have similarly noted that students cite future education and careers as reasons for studying mathematics.”
Equity, inclusion, and antiblackness in mathematics education (2019, background): “Given that few, if any Black parents and caregivers refer to their Black children as mathematically illiterate (Berry 2008; Martin 2000) one has to wonder where these ideas originate.”
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “Helping students to develop critical mathematics literacy empowers them to use mathematics to accomplish their own ends and purposes (Martin, 2000).”
The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students (2010, background): “Within this category, some scholars have turned attention to Black students in secondary schools in terms of their support systems and selfefficacy (Berry, 2005), as well as individual agency (Martin, 2000).”