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With issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.
Table of Contents
ForewordPrefaceSection One: Mapping A Liberatory Research and Policy Agenda1. Liberating the Production of Knowledge About African American Children and Mathematics, Danny Bernard MartinSection Two: Pedagogy, Standards, and Assessment2. Researching African American Mathematics Teachers of African American Students: Conceptual and Methodological Considerations, Lawrence M. Clark, Whitney Johnson & Daniel Chazan3. This Little Light of Mine! Entering Voices of Cultural Relevancy Into the Mathematics Teaching Conversation, Lou Edward Matthews4. Instructional Strategies and Dispositions of Teachers Who Help African American Students Gain Conceptual Understanding, Carol E. Malloy5. Contrasting Pedagogical Styles and Their Impact on African American Students, Robert Q. Berry III & Oren L. McClain6. More than Test Scores: How Teachers' Classroom Practice Contributes to and What Student Work Reveals about Black Students' Mathematics Performance and Unverstanding, Erica N. WalkerSection Three: Socialization, Learning, and Identity7. The Social Construction of Youth and Mathematics: The Case of a Fifth-Grade Classroom, Kara J. Jackson8. Identity at the Crossroads: Understanding the Practices and Forces that Shape African American Success and Struggle in Mathematics, Joi A. Spencer9. Wrestling With the Legacy of Stereotypes: Being African American in Math Class, Na'ilah Suad Nasir, Grace Atukpawu, Kathleen O'Connor, Michael Davis, Sarah Wischnia & Jessica Tsang10. African American Students Opportunities to Learn Mathematics: Listening to the Voices of Three High School Geometry Students, Marilyn E. Strutchens & S. Kathy Westbrook11. Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically and Mathematically Successful African American Male Students, David W. Stinson12. "Come Home, Then": Two 8 th -Grade Black Female Students' Reflections on their Mathematics Experiences, Yolanda A. Johnson13. "Still Not Saved": The Power of Mathematics to Liberate the Oppressed, Jacqueline LeonardSection Four: Collaboration and Reform14. University/K-12 Partnerships: A Collaborative Approach to School Reform, Martin L. Johnson & Stephanie Timmons Brown