Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children?

By D. Martin. 2007

150 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c30f939d732177a6a733082828dc4d1831d24a0a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Statistics and Probability

Citations in the corpus

Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States (2014, background): “…qualitative characteristics relating to one’s ability to establish rapport with students and design learning activities that motivate students to learn content in a manner that builds on rather than tears down their sense of identity (Ladson-Billings 2000; Malloy and Malloy 1998; Martin 2007).”
Dialogic and Direct Instruction: Two Distinct Models of Mathematics Instruction and the Debate(s) Surrounding Them (2015, background): “…that some are more likely to view the construction of identities as central to knowing and practicing mathematics (Boaler, 1999; Gutstein, 2006; Martin, 2007, Moses & Cobb, 2001), that coming to know mathematics involves “becoming a different person”—mathematically or otherwise—as one becomes…”
Conceptualizing the African American Mathematics Teacher as a Key Figure in the African American Education Historical Narrative (2013, background): “…it can be argued that students’ mathematical experiences in the United States have been highly racialized across time and continue to be so today (Martin, 2006, 2007, 2009), it is important to identify important sites of study that provide insights into how mathematics education, race, teacher…”
Toward a Framework for Research Linking Equitable Teaching With the Standards for Mathematical Practice (2017, background): “Attend explicitly to race and culture • Make connections to students’ mathematical, racial, and cultural identities (Battey, 2013; Martin, 2007)”
Asset-Based Approaches to Equitable Mathematics Education Research and Practice (2018, background): “…and what children are capable of doing and aids teachers in avoiding biases that impair teaching and learning (Alexander, Entwisle, & Thompson, 1987; Martin, 2007; McLoyd, 1998; This content downloaded from 171.64.187.237 on Wed, 07 Aug 2019 18:44:19 UTC All use subject to…”
The Nuances and Complexities of Teaching Mathematics for Cultural Relevance and Social Justice (2010, background): “…values among diverse neighborhoods based on race and ethnicity (Gutstein, 2006) to unfair mathematical representations of the achievement gap (Martin, 2007, 2009), the literature has demonstrated that mathematics can be used to expose inequities and unfair practices and lead to important…”
The Complexities of Culturally Relevant Pedagogy: A Case Study of Two Secondary Mathematics Teachers and Their ESOL Students (2009, background): “Moreover, the context for learning and achieving in mathematics should reflect black students’ identities as black students (Martin, 2007).”
Researching Race in Mathematics Education (2009, background): “The narrow focus on achievement outcomes is consistent with a widely accepted if-then proposition inherent in mathematics education research and policy: If so-called racial achievement gaps are closed, then students will have equal opportunity to use their mathematical skills and knowledge in school”
Counter Narratives: Examining the Mathematics and Racial Identities of Black Boys who are Successful with School Mathematics (2011, background): “Master narratives have driven the discussions in mathematics literature focusing on the achievement gap by using standardized achievement test scores to make comparisons of groups of students to invoke race as a categorical variable that assumes casual relationship (Martin, 2007).”
Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012, background): “(a) Centering instruction around learning trajectories may focus teachers’ attention on students’ thinking and learning of mathematics and what children can learn to do (Celedón-Pattichis, Musanti, & Marshall, 2010), avoiding biases, such as views of African American students’ learning from a defici”