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What is the nature of African American teachers' beliefs about mathematics and how do these beliefs relate to their beliefs about the performance of African American mathematics students?

机译：非裔美国人教师对数学的信念的本质是什么？这些信念与他们对非裔数学学生的表现的信念有何关系？

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摘要

Recent measures of educational progress indicate that student performance is on the rise. More students are taking advanced placement courses and attending college. However, the performance of African American students, particularly in mathematics, continues to lag behind that of white students. Several studies have examined various factors that influence the performance of African American students. Of particular interest are the beliefs of teachers and the impact of those beliefs on student performance. The purpose of this study was to explore African American teachers' beliefs about the nature of mathematics and the relationship between these beliefs and their beliefs about the performance of African American students. The study focused on thirty teachers that were employed in high schools where African American students made up 40% or more of the population. The research is based on the results of a survey instrument that was designed to capture and categorize teachers' beliefs on mathematics, mathematics students, and strategies for mathematics teaching.;Bourdieu's construct of cultural capital served as the primary theoretical lens used to evaluate the teachers' beliefs about students. Ernest's conceptualization of a hierarchy for describing teacher views on the nature of mathematics was employed to place the teachers into three math definition categories. Symbolic interactionism was used as a context for evaluating the impact of the teachers' beliefs on classroom interaction.;Data analysis revealed that the majority of the teachers held views of mathematics that were inconsistent with views that are endorsed by the National Council of Teachers of Mathematics. Evidence also shows that the majority of the teachers held relatively low beliefs about the performance of African American students. The study found that, contrary to the relationships described in much of the literature, the teachers' beliefs about mathematics had no associations with their beliefs about African American student performance or the strategies that the teachers employed in the teaching of mathematics.;The results of the study provided information that is useful to mathematics educators and researchers who are interested in understanding the factors that impact the performance of African American students. By examining teachers' beliefs within the context of race, this study sheds new light on the critical role of teachers' beliefs in classroom dynamics.
机译：最近对教育进展的衡量表明，学生的表现正在上升。越来越多的学生正在参加高级选修课并上大学。但是，非洲裔美国学生的成绩，尤其是数学方面的成绩，仍然落后于白人学生。多项研究检查了影响非裔美国学生表现的各种因素。特别令人感兴趣的是教师的信念以及这些信念对学生表现的影响。这项研究的目的是探讨非裔美国教师对数学本质的信念，以及这些信念与他们对非裔美国学生表现的信念之间的关系。该研究的重点是在高中受雇的30名教师，其中非裔美国人学生占总人口的40％或更多。这项研究基于调查工具的结果，该调查工具旨在捕获和分类教师对数学的信念，数学学生和数学教学策略。；布尔迪厄的文化资本建构是评估教师的主要理论依据关于学生的信念。欧内斯特（Ernest）通过描述教师对数学本质的看法的层次结构概念，将教师分为三个数学定义类别。象征性互动主义被用作评估教师的信念对课堂互动的影响的背景。数据分析表明，大多数教师持有的数学观点与全国数学教师理事会认可的观点不一致。证据还表明，大多数教师对非裔美国学生的表现持相对较低的信念。研究发现，与许多文献中描述的关系相反，教师对数学的信念与他们对非裔美国学生表现的信念或教师在数学教学中采用的策略没有关联。这项研究提供了有用的信息，对有兴趣了解影响非洲裔美国学生学习成绩的因素的数学教育者和研究人员有用。通过在种族背景下考察教师的信念，这项研究为教师的信念在课堂动力中的关键作用提供了新的思路。

著录项

  • 作者

    Howse, Mark.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Education Mathematics.;Black Studies.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 114 p.
  • 总页数 114
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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