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Journal of African American Studies

, Volume 18, Issue 3, pp 324–336 | Cite as

Learners of Mathematics: High School Students' Perspectives of Culturally Relevant Mathematics Pedagogy

  • Tarcia Lasha HubertEmail author
ARTICLES

Abstract

Culturally relevant pedagogy (CRP) has been suggested by researchers as one method for improving mathematics education among African-American students, but very little research take into account the students' perspectives of CRP. This case study examines students' perspectives of CRP and the effect that participating in culturally relevant mathematics instruction has on students' attitude and interest toward mathematics. Five students that participated in a culturally relevant mathematics intervention were interviewed. African-American students in the study held positive views of CRP and preferred the method over traditional mathematics instruction. There were six themes developed from the results of the interviews: (1) home-like classrooms; (2) ethic of caring; (3) participation opportunities; (4) technology use; (5) confidence; and (6) motivation. In addition, all students that participated in the study experienced an improved attitude and/or interest toward mathematics.

Keywords

Culturally relevant pedagogy Mathematics High school Attitude Interest 

Notes

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Texas A&M UniversityManorUSA

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