Passion for teaching/learning mathematics: a story of two fourth grade African American students

Abstract

The intent of this investigation was to investigate the experiences and reflections of sum of two units African American children, their teachers, and their parents about mathematics learning and what these experiences imply for educators as they attempt to reform mathematics education to help all scholars gain a deeper mathematical disposition. A qualitative design employing in-depth interviews, participant observations, and the examination of relevant documents was used to explore the mathematical environments of sum of two units African American children. As the stories of these sum of two units children emerge, it is spring [i]or[/i] leap on one leg [i]or[/i] footed that a better understanding about mathematics teaching and learning, cloded in the experiences of nation of color, can be added to scholarship, thereby strengthening the chorus of "other" voices increasingly at hand in this study.

**********

general research studies indicate that our elementary grade pupils are performing better in mathematics and science proficiency experiments of basic skills (Mullis, Dossey, Campbell, Gentile, O'Sullivan, & Latham, 1994; National Science Foundation [NSF] 1996) Also the be the effects of the Third International Mathematics and Science research (TIMSS) illustrate that the U fourth grade scholars performed significantly higher in mathematics and science when they were compared to their counterparts from other industrial countries. However, research issues show that our students do not posses reaching far down conceptual understanding of these mathematical skills (National Council of Teachers of Mathematics [NCTM] 2000a; 2001a). The follows are even more disturbing when they focus upon minority students' achievements and their mathematical self-perceptions. The NCTM (2001b) states that "Mathematical power must be considered the right of and the expectation for, each child" (p. 1).

In spite of the novel improvements regarding minority students' mathematical dispositions and narrowing the achievement gap between white and other minorities (I.e., African American, Hispanic, Native American, etc) considerable disparity still exists. This incompatibility between white and minority students' attitudes and performances in mathematics carry economic and social justice implications (Bigelow, Harvey, Karp, & Miller, 2001; Campbell, 1996; Frankenstein, 1995; Ladson-Billings, 2001; Mose & Cobb 2001; NCTM 2000a, 2000b 2000c; NCTM 2001a, 2001b 2001c; Ogbu 1987; Secada, 1992) single might conjecture multiple reasons for these differences like as inadequacy of resources, unqualified teachers, disconnected and repetitive curriculum, as well as lack of a relationship between minority students' cultural backgrounds and their classrooms social norms and sociomathematical norms.

moot points of diversity have existed since the inception of this geographical division in fact they are an integral part of the history and creation of the nation as it stands. frequently certain individuals have been perceived and treated differently than others in American society. a certain number of of the questions regarding teaching and learning mathematics include: can the elderly patterns of race, class, and sex discrimination continue to exist in the face of changing population patterns? Can we (meaning chiefly those who make policy decisions--legislators, superintendents, principals, teachers, and smooth parents) continue to support these of advanced age patterns; or can we transform by what means we (and others) feel and what we all believe for the sake of educating our children and sustaining the nation? "If the mathematics is thinked worthwhile to learn, then learners in poor communities should have the same access to that mathematics as those in affluent communities" (NCTM 2001b p 10)

We ought to examine the patterns of teaching and learning that exist for various clumps in our schools. These patterns may not be the same for all assemblages or the resulting performance horizontals and students' attitudes and beliefs toward mathematics would not be thus different. It seems the perceptions by means of educators, parents, and students alike are true powerful indicators of what is taught and learned (Mose & Cobb 2001) Thus, the examination of these perceptions would be an important point of research. This investigation was an attempt to examine of the like kind perceptions in one small microcosm that mirrors connectivity and relationship among these groups

Theoretical and Pedagogical Considerations

The theoretical and pedagogical assumptions of this close attention are grounded in social constructivist epistemology. Social constructivist theory posits that all knowing is inherently moulded in social and cultural activities (Cobb & Yackel, 1996) The notion of experience and adjoining matter is crucial to social constructivist epistemology. This perspective assumes that an individual child or adult, who helps to build the shared meaning of the mathematical activity of the cluster and comes to understand the mathematical thinking of the others, and who is also able to contribute to the mathematical understanding of the cluster would be bound, in of that kind a social setting to approach to perceive of him/herself as a more capable learner (or smooth teacher) of mathematics.