Mathematics: liminal perspectives from those living on the margin
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The Ohio State University / OhioLINK
2005
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1117549030 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu11175490302021-08-03T05:49:45Z Mathematics: liminal perspectives from those living on the margin Robertson, Greta Jean Staley factors impacting mathematicalachievement of African-American students Results from standardized assessments reveal substandard mathematical performances by African-American students. Many theories have been posited to address this age-old phenomenon.Through the lens(es) of Sociocultural Theory, Self-Systems, and Critical Theory, this qualitative study sought to determine factors that impact the learning experiences of African Americans who have been successful in mathematics. Four African-American mathematics teachers (three females and one male) were interviewed and completed a questionnaire for this qualitative document. The investigator was also a participant. All four participants were educated in public schools and teach in urban school districts. Three of the four participants are currently pursuing doctoral studies; the other has a Master’s Degree. All four teach high school; two of them have also taught at the college level. Three of the participants were involved in an earlier related pilot study which served as the initial phase for this inquiry. Participants offered their mathematical biographies through data collection protocols. Even though expected themes occurred, there was one unexpected common thread which surfaced. Learning opportunities outside of school, nurturing environments at home and at school, family expectations, extracurricular involvement, a connectedness with the church, self-regulatory behaviors (i.e., persistence and confidence) perceived utility of mathematics by significant others, African-American instructors at an early age, and the ability to adapt to nonsynchronous environments, were among those factors that influenced the learning experiences of these participants. The fact that all four of these participants encountered challenges in Geometry and not Algebra was unexpected yet noteworthy. 2005-07-14 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1117549030 http://rave.ohiolink.edu/etdc/view?acc_num=osu1117549030 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
factors impacting mathematicalachievement of African-American students |
| spellingShingle |
factors impacting mathematicalachievement of African-American students Robertson, Greta Jean Staley Mathematics: liminal perspectives from those living on the margin |
| author |
Robertson, Greta Jean Staley |
| author_facet |
Robertson, Greta Jean Staley |
| author_sort |
Robertson, Greta Jean Staley |
| title |
Mathematics: liminal perspectives from those living on the margin |
| title_short |
Mathematics: liminal perspectives from those living on the margin |
| title_full |
Mathematics: liminal perspectives from those living on the margin |
| title_fullStr |
Mathematics: liminal perspectives from those living on the margin |
| title_full_unstemmed |
Mathematics: liminal perspectives from those living on the margin |
| title_sort |
mathematics: liminal perspectives from those living on the margin |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2005 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1117549030 |
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AT robertsongretajeanstaley mathematicsliminalperspectivesfromthoselivingonthemargin |
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