Area model mediating learning of area measurement: a case of study of African American students
SOURCE: International Journal of Modern Engineering Research (IJMER)
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): N.N.Feza
KEYWORDS: AREA MEASUREMENT, COGNITIVE PROCESSES, CULTURAL PLURALISM, MATHEMATICS TEACHING, STUDENTS (COLLEGE), TEACHING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7781
HANDLE: 20.500.11910/2923
URI: http://hdl.handle.net/20.500.11910/2923
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): N.N.Feza
KEYWORDS: AREA MEASUREMENT, COGNITIVE PROCESSES, CULTURAL PLURALISM, MATHEMATICS TEACHING, STUDENTS (COLLEGE), TEACHING
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7781
HANDLE: 20.500.11910/2923
URI: http://hdl.handle.net/20.500.11910/2923
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
The over-arching gap in research is regarding the instructional needs and the cultural capital that African American students bring to the mathematics classroom. Given the reality that most African American students in the United States will learn mathematics from a white, middle-class teacher. Using models of learning in teaching of mathematics for diverse students might bridge the cultural differences between teachers and students. The case study of 5 fifth grade African American students illustrate that using gradual release model with area model in mediating learning of area measurement, allowed these students to achieve the higher levels of abstraction in their thinking-
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