Mathematics Success and Failure among African-American Youth

By David Scott, D. Martin. 2001

82 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dfce27a35290cc915d9646afe27c091fe26df8a8

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Citations in the corpus

Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “Martin (2000) evaluated mathematical proficiency of African American students and suggested that the history and context of the African American experiences are crucial for improved mathematical proficiency and reasoning in algebra and geometry; he called for educators to develop an awareness of…”
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…”
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].”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “Whether identity is conceptualized as a set of beliefs about oneself (Martin, 2000),”