Mathematics Teaching, Learning and Liberation in the Lives of Black Children Book

Preface vii

Acknowledgements x

Section I Mapping a Liberatory Research and Policy Agenda

1 Liberating the Production of Knowledge about African American Children and Mathematics Danny Bernard Martin 3

Section II Pedagogy, Standards, and Assessment

2 Researching African American Mathematics Teachers of African American Students: Conceptual and Methodological Considerations Lawrence M. Clark Whitney Johnson Daniel Chazan 39

3 "This Little Light of Mine!" Entering Voices of Cultural Relevancy into the Mathematics Teaching Conversation Lou Edward Matthews 63

4 Instructional Strategies and Dispositions of Teachers Who Help African American Students Gain Conceptual Understanding Carol E. Malloy 88

5 Contrasting Pedagogical Styles and Their Impact on African American Students Robert Q. Berry III Oren L. Mcclain 123

6 More than Test Scores: How Teachers' Classroom Practice Contributes to and What Student Work Reveals About Black Students' Mathematics Performance and Understanding Erica N. Walker 145

Section III Socialization, Learning, and Identity

7 The Social Construction of Youth and Mathematics: The Case of a Fifth-Grade Classroom Kara J. Jackson 175

8 Identity at the Crossroads: Understanding the Practices and Forces that Shape African American Success and Struggle in Mathematics Joi A. Spencer 200

9 Wrestling with the Legacy of Stereotypes: Being African American in Math Class Na'ilah Suad Nasir Grace Atukpawu Kathleen O'Connor Michael Davis Sarah Wischnia Jessica Tsang 231

10 Opportunities to Learn Geometry: Listening to the Voices of Three African American High School Students Marilyn E. Strutchens S. Kathy Westbrook 249

11 NegotiatingSociocultural Discourses: The Counter-Storytelling of Academically and Mathematically Successful African American Male Students David W. Stinson 265

12 "Come Home, Then" Two Eighth-Grade Black Female Students' Reflections on Their Mathematics Experiences Yolanda A. Johnson 289

13 "Still Not Saved": The Power of Mathematics to Liberate the Oppressed Jacqueline Leonard 304

Section IV Collaboration and Reform

14 University/K-12 Partnerships: A Collaborative Approach to School Reform Martin L. Johnson Stephanie Timmons Brown 333

Contributors 351

Index 355