When Am I Ever Going to Use This in the Real World? Cognitive Flexibility and Urban Adolescents’ Negotiation of the Value of Mathematics
When Am I Ever Going to Use This in the Real World? Cognitive Flexibility and Urban Adolescents’ Negotiation of the Value of Mathematics
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我什么时候才能在现实世界中使用它？认知灵活性和城市青少年对数学价值的协商
DOI：
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发表时间：
2017
影响因子：
4.9
通讯作者：
J. Matthews
中科院分区：
文献类型：
--
作者：
J. Matthews
许多青少年学习者很难理解数学与他们生活的相关性。这个问题在黑人和拉丁裔青少年中尤为严重，他们经常面临文化上的耻辱，这会影响他们对数学的感知价值。本研究采用并行嵌套混合方法对419名城市黑人和拉丁裔青少年的这一问题进行了探讨。本研究采用结构化课堂观察、计算机化认知评估和问卷调查的方法来研究教师数学应用（TMAs）和青少年认知灵活性如何相互作用，以预测学生对数学的重视。从较大样本的子集（n = 37）中，使用半结构化定性访谈来了解这些青少年如何将数学视为他们生活中的变革工具，特别是在面对文化耻辱时。定量结果显示，TMAs与学生的数学价值相关。然而，这些结果也说明了TMAs如何与青少年认知灵活性相互作用，以预测学生在整个学年中对数学的重视程度的增长。定性访谈证实了定量调查结果，但也揭示了扩展定量结果的3个主题，揭示了重视数学的种族化方面。出现的三个主题是：效用取向，替代信使，抵制耻辱和保护集体身份。总之，这些结果证明了现实世界应用、种族和青少年认知在城市数学课堂中的作用。这些发现表明，教师对这些问题的敏感性可以支持黑人和拉丁裔青少年对数学的坚持和对自我的理解。
Many adolescent learners have difficulty understanding the relevance of mathematics for their lives. This problem is particularly pernicious among Black and Latino adolescents who often face cultural stigma that can affect their perceived value of mathematics. The present study used concurrent nested mixed methods to explore this issue in 419 urban Black and Latino adolescents. Structured classroom observations, a computerized cognitive assessment, and surveys were used to examine how teacher math applications (TMAs) and adolescent cognitive flexibility interact to predict students’ valuing of mathematics. From a subset of the larger sample (n = 37), semistructured qualitative interviews were used to understand how these adolescents came to view mathematics as a transformative tool in their lives, particularly in the face of cultural stigma. The quantitative results revealed that TMAs were associated with students’ value of mathematics. However, these results also illustrated how TMAs interacted with adolescent cognitive flexibility to predict students’ growth in valuing mathematics over the school year. The qualitative interviews corroborated the quantitative findings, but also revealed 3 themes that extended the quantitative results, uncovering racialized facets of valuing mathematics. The 3 themes that emerged were: utility orientations, alternative messengers, and resisting stigma and protecting collective identity. Altogether, these results demonstrated the role real-world applications, race, and adolescent cognition can have in urban mathematics classrooms. These findings suggest teachers’ sensitivity to these issues can support Black and Latino adolescents’ persistence in mathematics and understanding of self.
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DOI：
10.20982/tqmp.08.1.p023
发表时间：
2012
期刊：
Tutorials in quantitative methods for psychology
影响因子：
--
作者：
Hallgren KA
通讯作者：
Hallgren KA
影响因子：
4
作者：
Fredricks, JA;Eccles, JS
通讯作者：
Eccles, JS
影响因子：
7.6
作者：
RYAN, RM;CONNELL, JP
通讯作者：
CONNELL, JP
影响因子：
6.6
作者：
Wang, Ming-Te;Degol, Jessica
通讯作者：
Degol, Jessica
影响因子：
--
作者：
Diamond, Adele
通讯作者：
Diamond, Adele