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ERIC Number: EJ1086176
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 92
Black Male Students and the Algebra Project: Mathematics Identity as Participation
Grant, Melva R.; Crompton, Helen; Ford, Deana J.
Journal of Urban Mathematics Education, v8 n2 p87-118 Dec 2015
In this article, the authors examine the mathematics identity development of six Black male students over the course of a 4-year The Algebra Project Cohort Model (APCM) initiative. Mathematics identity here is defined as participation through interactions and positioning of self and others. Data collection included nearly 450 minutes of video recordings of small-group, mathematics problem solving in which student actions, coded as acts of participation, were tallied. These tallied actions were conceptualized descriptively in terms of mathematics identity using the lenses of agency, accountability, and work practices. The analyses suggest that the APCM students' confidence in self and peers increased over the 4 years, they consistently chose to engage in mathematics, and their reliance on knowledgeable others lessened. Opportunities for future research and implications for policy makers and other stakeholders are discussed.
Descriptors: High School Freshmen, African American Students, Males, Secondary School Mathematics, Algebra, Cohort Analysis, Video Technology, Mathematics Instruction, Small Group Instruction, Problem Solving, Coding, Self Esteem, Learner Engagement, Accountability, Personal Autonomy
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail: email@example.com; Web site: http://ed-osprey.gsu.edu/ojs/index.php/jume
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A