Ashli-Ann Douglas
Biographic Data
| ID | 4642350 |
|---|---|
| NAME | Ashli-Ann Douglas |
| GIVEN NAMES | Ashli-Ann |
| FAMILY NAME | Douglas |
| SIGNATURE | DOUGLAS A |
| AFFILIATIONS | Wested |
| ORCID | 0000-0001-7934-8592 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Conceptualizing Intersectional Harm in Mathematics Classrooms
This study reports high school Black girls' experiences in mathematics classrooms. Forty-eight Black girls participated in 12 focus groups. Findings showed that the girls experienced uncaring teachers, uninteresting curriculum, and unsupportive learning environments. We used a sociopolitical analytic approach to make sense of their narratives and theorized how these experiences could relate to discourses of intersectional harm. We argue that disc…
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
Parents’ approaches to numeracy support
The math children are exposed to at home is a crucial source of early math knowledge, but little is known about parents’ general approaches for supporting their children’s math development at home. The current study examined what general pedagogical approaches parents believed to be most important to use in their home and if these beliefs aligned with the approaches they reported using most often. In a survey of 344 U.S. preschool parents (56% mo…
Parental early math support
Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196 mothers and 148 fathers, 94% identified as the …
Helping preschoolers learn math
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
Parental early math support
Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196 mothers and 148 fathers, 94% identified as the …
Helping preschoolers learn math
Parents’ approaches to numeracy support
The math children are exposed to at home is a crucial source of early math knowledge, but little is known about parents’ general approaches for supporting their children’s math development at home. The current study examined what general pedagogical approaches parents believed to be most important to use in their home and if these beliefs aligned with the approaches they reported using most often. In a survey of 344 U.S. preschool parents (56% mo…
Parental early math support
Parents vary substantially in the frequency and complexity of the math support that they provide to their children, and this variability is often related to their children's math knowledge. We hypothesized that parents' knowledge about the development of two critical early math topics would help explain some of this variability in their early math support. U.S. parents of 3- and 4-year-olds (N = 196 mothers and 148 fathers, 94% identified as the …
He’s Probably the Only Teacher I’ve Actually Learned From”
Understanding how marginalized students experience and perceive mathematics is critical to achieving the goal of inclusive and equitable math pedagogy. We report on 67 focus groups with 251 predominantly Black high schoolers experiencing economic marginalization in the Southern United States and attended to their achievement level and race-gender identities. Students often shared concerns about their teacher’s math knowledge for teaching and effe…
Conceptualizing Intersectional Harm in Mathematics Classrooms
This study reports high school Black girls' experiences in mathematics classrooms. Forty-eight Black girls participated in 12 focus groups. Findings showed that the girls experienced uncaring teachers, uninteresting curriculum, and unsupportive learning environments. We used a sociopolitical analytic approach to make sense of their narratives and theorized how these experiences could relate to discourses of intersectional harm. We argue that disc…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Developmental psychology (3 works) · Bachelor (2 works) · Early Childhood Education and Development (2 works) · Literacy (2 works) · Mathematics Education and Teaching Techniques (2 works) · Numeracy (2 works)