C: Mathematics Attainment and African American Students: Discourse from Multiple Perspectives

与本杰明·班纳克协会合作，坦普尔大学、阿卡迪亚大学和佐治亚州立大学举行了一系列两次专业小型会议和一次专业峰会，以讨论与非裔美国学生的数学教育有关的问题，K-16岁之前。之前的研究(Kitchen，2007；Stiff&Amp；Harvey，1988)表明，非裔美国学生与数学之间存在负相关关系。非洲裔美国学生在高等数学班的代表性不足，即使他们是在校学生的大多数(Martin，2007)，而在低级数学课程和特殊教育中，非洲裔美国学生的代表性过高(Blanchett，2006)，这加剧了这种关系。这一系列会议讨论了下列紧迫的问题：(1)学校结构和制度政策以什么方式影响非裔美国学生在学校数学上的成功？(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)高素质的数学教师以什么方式理解种族和公平问题，以及教师教育计划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区，非裔美国学生的种族和身份认同是什么关系？种族认同和个人因素如何影响他们的数学成绩？(4)什么是促进非裔美国学生学习和数学赋权的最佳实践，以及与文化相关的批判性教学方法如何有助于培养非裔美国学生的学术成功、文化能力和批判意识？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在内的众多利益攸关方齐聚一堂，就非裔美国学生数学教育面临的紧迫问题发表讲话。这些会议架起了研究和实践的桥梁，挑战政策制定者和学校系统领导人建立框架和基础设施，鼓励非裔美国学生发展积极的数学认同和高水平的数学成就。结果包括在研究和从业人员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.