通过教学内容和建立关系，打破数学领域关于黑人女孩的种族故事情节

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Mathematical Behavior Pub Date : 2024-06-15 DOI:10.1016/j.jmathb.2024.101167

Charles E. Wilkes II , Dan Battey

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引用次数: 0

摘要

本研究是一项定性案例研究，重点关注一名白人女教师对三名黑人女孩的教学实践。我们借鉴了描述黑人女孩种族故事情节的文献，重点关注一名白人女教师如何驾驭种族故事情节，为黑人女孩制定人性化的教学实践。具体而言，我们展示了该教师与三名黑人女孩的互动是如何扰乱关于隐形/隐蔽、行为和能力的种族故事情节的。这项工作的意义在于回击黑人女孩是铁板一块的观点，并说明支持黑人女孩成功的数学实践。

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Disrupting racial storylines about black girls in mathematics through teaching content and building relationships

This study is a qualitative case study that focuses on the instructional practice of a white woman teacher with three Black girls. We draw upon literature that describes racial storylines for Black girls to focus on how a white Woman teacher navigates racial storylines to enact instructional practices that are humanzing for Black girls. Specifically, we show how interactions the teacher has with three Black girls disrupt racial storylines about invisibility/hypervisibility, behavior, and ability. Implications of this work pushes back against the idea that Black girls are monolithic and illustrate practices in mathematics that support the success of Black girls.

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来源期刊

Journal of Mathematical Behavior EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

17.60%

发文量

期刊介绍： The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.