Collaborative Proposal: Mathematics Attainment and African American Students: Discourse from Multiple Perspectives

在与本杰明Banneker协会，天普大学，阿卡迪亚大学，和格鲁吉亚州立大学合作召开了一系列的两个专业小型会议和一个专业峰会，以解决有关非裔美国学生的数学教育问题，学前班-16。先前的研究（Kitchen，2007; Stiff Harvey，1988）表明，非裔美国学生和数学之间存在负面关系。非洲裔美国学生在高等数学课程中的代表性不足，即使他们是学校人口的大多数（Martin，2007），以及非洲裔美国学生在低轨数学课程和特殊教育中的代表性过高（Blanchett，2006），加剧了这种关系。一系列的会议解决了以下紧迫的问题：（1）在什么样的方式做学校结构和制度政策影响非洲裔美国学生的成功，在学校数学？(2)如何利用技术工具和其他形式的多媒体来激励和鼓励非裔美国学生学习严谨的数学？(2)高素质的数学教师如何理解种族和公平问题？教师教育项目如何为城市学校培养高素质的数学教师？(3)在南方和其他非裔美国学生占多数的地方，非裔美国学生的种族和身份之间的关系是什么？种族身份和个人机构如何影响他们的数学成绩？(4)什么是最佳做法，促进非裔美国学生的学习和数学赋权，以及如何可能文化相关的和关键的教学法有助于发展非裔美国学生的学术成功，文化能力和批判意识？众多利益相关者，包括课堂教师，学校管理人员，STEM教育研究专家和心理学学者聚集在一起，讨论非裔美国学生数学教育面临的紧迫问题。这些会议将研究和实践联系起来，并向决策者和学校系统领导人提出挑战，以建立框架和基础设施，鼓励非裔美国学生发展积极的数学身份和高水平的数学成绩。成果包括在研究和从业者期刊上发表的文章以及专业发展材料。

In collaboration with the Benjamin Banneker Association, Temple University, Arcadia University, and Georgia State University convene a series of two professional mini-conferences and one professional summit to address issues related to the mathematical education of African American students, Pre-K-16. Previous research (Kitchen, 2007; Stiff & Harvey, 1988) suggests that there is a negative relationship between African American students and mathematics. This relationship is exacerbated by the underrepresentation of African American students in advanced mathematics classes, even when they are the majority of school populations (Martin, 2007), and the overrepresentation of African American students in lower-track mathematics courses and special education (Blanchett, 2006). The series of conferences addresses the following pressing questions: (1) In what ways do school structures and institutional policies impact African American students' success in school mathematics? (2) In what ways can technological tools and other forms of multimedia be used to motivate and encourage African American students to learn rigorous mathematics? (2) In what ways do highly qualified mathematics teachers understand issues of race and equity, and how might teacher education programs develop highly qualified mathematics teachers for urban schools? (3) What is the nexus of race and identity for African American students in the South and other spaces where African American students are the majority, and how does racial-identity and individual agency impact their mathematics attainment? (4) What are the best practices that facilitate learning and mathematical empowerment among African American students, and how might culturally relevant and critical pedagogy assist in developing academic success, cultural competence, and critical consciousness among African American students?Numerous stakeholders, including classroom teachers, school administrators, experts in STEM education research, and scholars in psychology come together to speak to the pressing issues facing the mathematical education of African American students. The conferences bridge research and practice and challenge policymakers and school system leaders to establish frameworks and infrastructures that encourage African American students to develop positive mathematics identities and high levels of mathematics attainment. Outcomes include articles in research and practitioner journals and professional development materials.