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ERIC Number: EJ942392
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0022-2984
Experience-Centered Instruction as a Catalyst for Teaching Mathematics Effectively to African American Students
Sheppard, Peter A.
Journal of Negro Education, v80 n3 p254-265 Sum 2011
The purposes of this article are to describe the ways in which prospective teachers integrated the experiences of African American Students into their mathematics instruction and determine how the outcomes from prospective teachers' use of experience-centered instruction intersects with best practices In teaching mathematics. Tenets of phenomenological studies were employed using interpretative data from a group of eight undergraduate prospective teachers who experienced the phenomenon of mentoring and providing academic assistance to African American Students. The results indicate that projects of this sort can serve as a conduit for the acceleration of culturally relevant pedagogical savvy and simultaneously promote astuteness among students who have been unscrupulously limited to high concentrations of such desirable practices. (Contains 1 figure.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama; Florida; Kentucky; Montana; United Kingdom (England)