Mathematical Counterstory and African American Male Students: Urban Mathematics Education from a Critical Race Theory Perspective
Mathematical Counterstory and African American Male Students: Urban Mathematics Education from a Critical Race Theory Perspective
复制标题
数学反故事和非裔美国男学生：批判种族理论视角下的城市数学教育
DOI：
--
复制
发表时间：
2011
期刊：
影响因子：
--
通讯作者：
S. L. Terry
中科院分区：
文献类型：
--
作者：
S. L. Terry
在这篇文章中，作者认为，在城市学区，许多非裔美国男性学生的成绩一直不佳，这需要教学干预，旨在重新让学生参与并重新引导学生将数学作为一种批判性文化活动。反故事是一种批判性的种族理论建构，在教育研究中有着广泛的应用，但很少有研究者探讨它与城市数学教育的相关性。在这里，作者通过考察嵌入在非裔美国人关于扫盲的叙事中的教育学，提供了一个扎实的对白故事的可操作性。然后，作者利用南洛杉矶一项涉及男性非裔美国人的参与性行动研究项目的数据，展示了反故事如何嵌入到与数据的图形表示和趋势分析相关的数学活动中。通过提出的反故事的理论化方法，作者为对反故事感兴趣的教育研究者提供了有用的指导，并为试图拓宽数学教学方法的数学教育者提供了有用的指导。
In this article, the author argues that the persistent underachievement of many African American male students in urban school districts requires pedagogical interventions designed to re-engage and re-orient students to mathematics as a critical cultural activity. While counterstory, a critical race theory construct, has wide application across educational research, few researchers have explored its relevance for urban mathematics education. Here, the author provides a grounded operationalization of counterstory by examining the pedagogy embedded in African American narrative on literacy. Using data from a participatory action research project involving male African Americans in South Los Angeles, the author then demonstrates how counterstory is embedded in the mathematical activity associated with graphical representation and trend analysis of data. Through the theorized approach to counterstory presented, the author provides useful direction for education researchers interested in counterstory, and for mathematics educators attempting to broaden their pedagogical approaches to teaching and learning mathematics.