Teachers' conceptions of successful elementary mathematics pedagogical practices of African American students

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dc.contributor Sunal, Cynthia S.
dc.contributor Holaway, Calli
dc.contributor Kuntz, Aaron M.
dc.contributor Mutua, Kagendo
dc.contributor Wilson, Elizabeth K.
dc.contributor.advisor Sunal, Cynthia S.
dc.contributor.advisor Holaway, Calli
dc.contributor.author Massey, Johanna Lee Fuller
dc.date.accessioned 2017-03-01T16:51:28Z
dc.date.available 2017-03-01T16:51:28Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001378
dc.identifier.other Massey_alatus_0004D_11628
dc.identifier.uri https://ir.ua.edu/handle/123456789/1845
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study investigated elementary school teachers' conceptions of their beliefs and expectations of African American students, their pedagogical practices, and the rationale for choosing the pedagogical practices for grades 3 through at Star Maker Elementary. The researcher employed a mixed methodology. The Math Teacher of African American Students Inventory (MT-ABSI) served as the quantitative method. Frequency analysis was employed to analyze the survey. Qualitative methods included two focus group interviews and lesson plans analysis. The researcher employed thematic coding to analyze the qualitative methods. Although the results from the MT-ABSI indicated that teachers had low level beliefs and expectations of their African American elementary students' ability in mathematics, the teachers professed to have high beliefs and expectations and communicate them to their students by using real world experiences in their mathematics classes, providing extra help outside of the mathematics class, and expressing their expectations verbally and non verbally. Further results of the survey indicated that teachers professed to implement some best practices in mathematics classroom than other. These best practices included the use of manipulatives and informing students of state standards. Overall, this is in agreement with the focus group interviews and lesson plans with special emphasis on differentiating instruction, professional development, and lesson plans cycle. There rationale for choosing the pedagogical practices included building background, learners' preference, and reinforcement and advancement of skills.
dc.format.extent 123 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Mathematics education
dc.subject.other Elementary education
dc.title Teachers' conceptions of successful elementary mathematics pedagogical practices of African American students
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Elementary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.

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