Communalism as Cultural Asset-Based Mathematics Pedagogy to Enhance Academic Achievement for African American Elementary School Students

• In Event: Poster Session 7
  In Poster Session: Mathematics Curriculum and Instructional Practice

Abstract

This study examined African American elementary students’ mathematics learning using communalism as a cultural asset-based pedagogical practice. Researchers used a conceptual-based mathematics fractions unit to compare students’ performance in a communal contexts versus an individualistic context and an individualistic control group using a traditional curriculum. The study comprised of 124 third and fourth grade low-income students. Findings revealed students that worked in communal learning contexts obtained higher performance outcomes compared to individualistic participants that used the same constructivist-based curriculum and even a greater performance difference emerged when comparing the communal context to the control group. The findings of this research may inform educators of enduring effects of learning when incorporating culturally sensitive pedagogy in students’ classrooms.

Author

• Sean T. Coleman, University of the District of Columbia