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ERIC Number: EJ1105712
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2156-1400
The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black Learners
Berry, Robert; Thunder, Kateri
Journal of Mathematics Education at Teachers College, v3 n2 p43-55 Fall-Win 2012
The purpose of this article is to present the findings of a qualitative metasynthesis focused on Black learners negotiating their mathematics experiences in multiple settings (in school and out-of-school) and reflecting on experiences that contributed towards their mathematics identities over time. Five findings emerged from this qualitative metasynthesis to describe the ways Black learners negotiated their experiences in mathematics across time. The findings are: 1) Learners determined their values, which were influenced by others; 2) Learners defined success in life, in academics, and specifically in mathematics, based on their values; 3) Learners encountered issues of awareness and access along their experience pathways, which included opportunities to make academic choices and to experience high expectations in academics; 4) Learners developed self-images based on their values and a mosaic of images, which comprised their image-based criteria for negotiating experience pathways; and 5) Learners' development of agency depended on their understanding of the consequences of their encounters with issues of awareness and access as well as their image-based criteria for success.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A