Looking beyond the gap of African American students' performance: states test and text book driven curriculum unskill mathematics teachers
SOURCE: International Journal of Research and Reviews in Applied Sciences
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2012
TITLE AUTHOR(S): N.Feza
KEYWORDS: MATHEMATICS, MATHEMATICS TEACHING, PERFORMANCE MEASUREMENT, UNITED STATES OF AMERICA
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7489
HANDLE: 20.500.11910/3194
URI: http://hdl.handle.net/20.500.11910/3194
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2012
TITLE AUTHOR(S): N.Feza
KEYWORDS: MATHEMATICS, MATHEMATICS TEACHING, PERFORMANCE MEASUREMENT, UNITED STATES OF AMERICA
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7489
HANDLE: 20.500.11910/3194
URI: http://hdl.handle.net/20.500.11910/3194
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
African American students' mathematics poor performance has historical origins of oppression that has been strengthened by lack of implementation of suggested reforms. Interventions and reforms have suggested relevant pedagogy for minority students. However, classroom practices continue to alienate these students. This paper elicits the powerful factors that impede progress in implementing cultural relevant pedagogy for African American students and other students in general. Observations, informal interviews and cultural artifacts were employed data sources to elicit factors that inhibit mathematics learning these students were exposed to. The classroom practice of two fifth grade teachers indicate that State tests and textbook based instruction take precedence in teaching mathematics regardless of teacher awareness of the African American students' needs. Therefore this paper argues that State test and textbook based instruction deprofessionalise teachers in mathematics classroom and hinder learning opportunities.-
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