Marginalized students’ perspectives on instructional strategies in middle-school mathematics classrooms
Marginalized students’ perspectives on instructional strategies in middle-school mathematics classrooms
复制标题
边缘化学生对中学数学课堂教学策略的看法
DOI：
10.1080/00220973.2020.1728513
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Durkin, Kelley L.
中科院分区：
文献类型：
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作者：
Rittle-Johnson, Bethany;Farran, Dale C.;Durkin, Kelley L.
边缘化学生面临着一系列的经验差距，这凸显了了解这些学生对学习机会的看法的重要性。目前的研究通过报告美国南部一个大城市学区中学数学课堂中边缘化学生的经历和喜欢数学教学策略来促进这一努力。美国南部一个大城市学区的中学生（N= 466），其中许多人就读于种族隔离学校，对教学策略进行分类，并在小组或访谈中讨论他们使用策略的经验。大多数学生报告说，传统的和以学生为中心的教学策略发生在他们的数学课上，但在种族隔离的学校中，以学生为中心的教学策略比在种族平衡的学校中少。大多数学生报告说，除了一种以学生为中心的策略外，他们喜欢所有的策略，而不喜欢传统的策略。在讨论为什么学生喜欢特定的教学策略时，常见的原因是它提供了学习的机会，建立了他们的信心或增加了他们的兴趣。总的来说，边缘化学生的经历和观点应该为努力增加所有学生的教学机会提供信息。
Marginalized students face a range of gaps in experience, highlighting the importance of understanding these students’ perspectives on their opportunities to learn. The current study contributes to this effort by reporting on marginalized students’ experiences and liking of mathematics instructional strategies in middle-school mathematics classrooms in a large metropolitan school district in the Southern U.S. Middle-school students (N= 466), many of whom attended racially segregated schools, sorted instructional strategies and discussed their experiences with the strategies in small groups or interviews. Most students reported that traditional and student-focused instructional strategies happened in their mathematics class, but fewer student-focused strategies were experienced in racially segregated schools than in racially balanced schools. Most students reported liking all but one of the student-focused strategies and not liking the traditional strategies. Common reasons that emerged during discussions of why students liked particular instructional strategies were that it provided opportunities to learn, built their confidence or increased their interest. Overall, marginalized students’ experiences and views should inform efforts to increase the instructional opportunities for all students.