How You Like Me Now?”
Exploring Teacher Perceptions of Urban Middle Schoolers’ Mathematical Abilities and Identities
Bibliographic Data
| ID | 9729433 |
|---|---|
| Authors | Tori K Flint (0000-0003-3523-7844, University of Louisiana at Lafayette, corresponding author), Peter Sheppard (0000-0001-6624-7856, University of Louisiana at Lafayette), Nii Ansah Tackie (0000-0003-0895-9382, University of Louisiana at Lafayette) |
| Year | 2019 |
| Volume | 51 |
| Issue | 8 |
| Pages | 1029-1050 |
| Publication date | 2019-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124518785017 |
| OpenAlex | W2810293110 |
| Language | EN |
| References cited | 24 |
HEAT, an instructional program emphasizing a nontraditional hands-on approach to algebraic instruction for urban, predominantly African American middle schoolers, provides a space to explore teachers’ beliefs about urban students’ mathematical abilities and motivation and addresses how teacher perceptions can intersect with instruction, learning, and the construction of students’ mathematical identities. Using a multiple case study design, we analyzed six urban middle school mathematics teachers’ written reflections and interview responses. Findings suggest that teachers’ instructional behaviors, along with their perceptions and expectations of urban, African American middle schoolers’ mathematical abilities and motivation, interact with students’ beliefs and work habits in ways that can promote and support students’ positive mathematical identity construction. Thus, HEAT personified thriving learning subcultures and supportive mathematical communities of practice that are far too atypical in urban middle schools
Identity (music · Mathematics education · Pedagogy · Perception · Thriving · Mathematics Education and Teaching Techniques · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Mathematics Success and Failure Among African-American Youth
Funds of Knowledge
Communities of Practice
It Doesn't Add up
Situating learning in communities of practice.
Case Study Research
Social learning theory
A perspective on thinking
A perspective on thinking
Supporting African American Students’ Learning of Mathematics
Toward a Theory of Culturally Relevant Pedagogy
Situated Cognition and the Culture of Learning
Fighting for Our Lives
Situated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |