New Study: Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success
Release Date: July 30, 2019
In July 2019, the Journal for Research in Mathematics Education published a research study entitled Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success. The researchers looked at several forms of instructional practices used in Connected Mathematics (CMP) classrooms that “distinguished middle-grades mathematics classrooms that were organized around conceptually oriented activity and marked by African American students’ success on state assessments” (p. 362).
The research team reports on the forms of instructional practices. These include attending to classroom, community, attending to language, attending to students’ local context, attributing mathematical authority to students, coaching students, making expectations explicit, and positioning students as competent. The findings contribute to “empirically grounded set of learnable instructional practices that would support current and future mathematics teachers in improving the learning opportunities particularly for African American students in mathematics classrooms” (p.395).
For more information or to read the article, visit https://www.jstor.org/stable/10.5951/jresematheduc.50.4.0362