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Using Culturally Responsive Stories in Mathematics: Responses From the Target Audience

机译：在数学中使用文化响应性故事：目标受众的响应

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摘要

This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving problems that correlated to the story. The researcher observed and recorded responses by students during each part of these lessons with protocols. Students independently reflected weekly by answering five questions to share their perspective on the African American stories. The teacher reflected on each lesson as well, describing thoughts on how these students responded to the story in each lesson. This paper examines the analyzed data from the target audience: Black students. Results revealed that Black students responded to the use of African American stories with high self-rated levels of engagement and enjoyment and that the stories helped them think about mathematics to varying degrees. Since students who are engaged and are thinking about mathematics are more likely to achieve mathematical understanding, the researcher concludes that this strategy should continue to be tested in diverse classrooms with an emphasis on student reflection to determine if the outcomes are transferable and generalizable.
机译：这项研究考察了黑人学生在数学课中如何回应文化响应性故事的利用。这两个班的所有学生都参加了数学课程，这些课程从一个非裔美国人的故事开始（在文化上对这一人群有反应），然后进行了数学讨论，并以解决与该故事有关的问题作为结论。研究人员观察并记录了学生在这些课程的每一部分中的回答。学生每周通过回答五个问题来独立思考，分享他们对非裔美国人故事的看法。老师也在每节课上进行了反思，描述了关于这些学生在每节课中对故事的反应的想法。本文研究了来自目标受众的分析数据：黑人学生。结果显示，黑人学生对非裔美国人故事的使用做出了很高的自我评价，他们对参与和娱乐的评价很高，并且这些故事帮助他们在不同程度上思考数学。由于从事数学的学生更容易获得数学上的理解，因此研究人员得出结论，应继续在不同的教室中测试该策略，重点是学生反思，以确定结果是否可移植且可推广。

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  • 来源
    《School Science and Mathematics》 |2017年第8期|295-306|共12页
  • 作者

    Amy Corp;

  • 作者单位

    Texas A&M University Commerce;

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  • 正文语种 eng
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