Bridging the Gap Between the Design and Implementation of Ideational Resources for Black Mathematics Learners

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Exploring issues of justice and identity in the mathematics classroom

Abstract

This interview-based case study juxtaposes the narratives of a Black high school girl and her mathematics teacher to examine how teacher-provided ideational resources—or verbal and nonverbal messages—shape the mathematics identities of Black students. The analysis reveals that, even when well-intentioned, a teacher’s approach to delivering these messages can negatively impact students’ mathematics identity development. Findings point to the need for secondary teacher education programs to better support educators in planning and implementing ideational resources that affirm and sustain the mathematics identities of Black students.

Author

• Kyalamboka Brown, Stanford University