Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective

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Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective

机译：数学反故事与非裔美国男学生：批判种族理论视角下的城市数学教育

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In this article, the author argues that the persistent underachievement of many African American male students in urban school districts requires pedagogical interventions designed to re-engage and re-orient students to mathematics as a critical cultural activity. While counterstory, a critical race theory construct, has wide application across educational research, few researchers have explored its relevance for urban mathematics education. Here, the author provides a grounded operationalization of counterstory by examining the pedagogy embedded in African American narrative on literacy. Using data from a participatory action research project involving male African Americans in South Los Angeles, the author then demonstrates how counterstory is embedded in the mathematical activity associated with graphical representation and trend analysis of data. Through the theorized approach to counterstory presented, the author provides useful direction for education researchers interested in counterstory, and for mathematics educators attempting to broaden their pedagogical approaches to teaching and learning mathematics.

机译：在本文中，作者认为，许多非裔美国男学生在城市学区的持续学习不足，要求采取教学干预措施，以重新吸引学生并使他们适应数学，这是一项重要的文化活动。虽然反故事是一种重要的种族理论结构，但在教育研究中已得到广泛应用，但很少有研究者探索其与城市数学教育的相关性。在这里，作者通过研究嵌入在非裔美国人读写能力叙事中的教学法，提供了反故事的扎实操作。作者使用来自参与洛杉矶南部男性非裔美国人的一项参与式行动研究项目的数据，然后证明了反故事如何嵌入到与图形表示和数据趋势分析相关的数学活动中。通过提出的反故事理论化方法，作者为对反故事感兴趣的教育研究人员以及试图扩大其教学方法的数学教学者提供了有益的指导。

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《Journal of Urban Mathematics Education》 |2011年第1期|共27页
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1. Mathematical Persistence Among Four African American Male Graduate Students: A Critical Race Analysis of Their Experiences [J] . Jett Christopher C. Journal for research in mathematics education . 2019,第3期

机译：四个非洲裔美国男校研究生中的数学持久性：对其经验的关键种族分析
2. Negotiating the "White Male Math Myth": African American Male Students and Success in School Mathematics [J] . David W. Stinson Journal for research in mathematics education . 2013,第1期

机译：谈判“白人数学数学神话”：非洲裔美国男性学生和学校数学的成功
3. Sociocultural Factors Influencing Students' Learning in Science and Mathematics: An Analysis of the Perspectives of African American Students [J] . Brenda R. Brand, George E. Glasson, Andre M. Green School Science and Mathematics . 2006,第5期

机译：影响学生学习科学和数学的社会文化因素：非洲裔美国学生观点的分析
4. The Influence of Racial and Mathematical Identities on African American Male Engineering Transfer Students [C] . Olgha B. Davis American Society for Engineering Education Annual Conference and Exposition . 2015

机译：种族和数学识别对非洲裔美国男性工程转移学生的影响
5. Examination of the mathematical education of African-Americans in North Carolina and Louisiana utilizing critical race theory of education: Four case studies [D] . Snipes, Vincent Tate 1997

机译：北卡罗来纳州非裔美国人的数学教育利用危急竞争教育理论研究：四个案例研究
6. Effects Of Explicit Timing On Mathematics Problem Completion Rates In African-American Third-Grade Elementary Students. [O] . K Rhymer, C Skinner, C Henington, 1998

机译：明确的时间安排对非裔美国人三年级小学学生数学问题完成率的影响。
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Mathematical Counterstory and African American Male Students: Urban Mathematics Education From a Critical Race Theory Perspective

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