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首页> 外文期刊>Journal of Urban Mathematics Education >How Do We Learn? African American Elementary Students Learning Reform Mathematics in Urban Classrooms
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How Do We Learn? African American Elementary Students Learning Reform Mathematics in Urban Classrooms

机译：我们如何学习？非洲裔美国小学生在城市教室中学习改革数学

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In this article, the author uses qualitative methodology to investigate how African American elementary students in an urban school engaged with a National Council of Teachers of Mathematics standards-oriented mathematics curriculum and how their engagement converged with or diverged from the offered patterns of teaching practices in classrooms. The findings suggest that student practices converged with teaching practices that reflected the African American cultural dimension of social/affective interactions such as focused collaboration and active participation and diverged when students enacted practices that reflected expressive creativity and nonverbal interactions as with dramatic expression and improvisation. Rather than looking at the divergent behaviors as social problems or behaviors needing remediation or punishment, considering what can be learned from these behaviors could enhance the mathematical identity and academic achievement of African American students.
机译：在本文中，作者使用定性方法研究了城市学校中的非裔美国人小学生如何与全国数学教师委员会针对标准的数学课程进行互动，以及他们的互动如何与所提供的教学实践模式融合或背离。教室。研究结果表明，学生行为与反映了非裔美国人在社会/情感互动中的文化维度的教学行为趋于一致，例如重点合作和积极参与，而当学生制定的行为表现出表达性创造力和非语言互动时，则表现出戏剧性的表达和即兴创作。与其将不同的行为视为社会问题或需要补救或惩罚的行为，不如从这些行为中学到什么可以提高非裔美国学生的数学身份和学习成绩。

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