Let Me Say It for the Folx in the Back, GOOD TEACHING ISN'T GOOD ENOUGH

Autor:	Downing, Gregory A.
Rok vydání:	2021
Předmět:	Culturally-relevant pedagogy College mathematics ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education College algebra Academic achievement Quantitative analysis Psychology Course (navigation)
DOI:	10.17918/y42k-km08
Popis:	The purpose of this pre/post-intervention quantitative experimental study was to investigate the effects of a sequence of lessons grounded in the principles of culturally relevant pedagogy on students enrolled in a college algebra course at an HBCU. In particular, the paper focuses on the interaction between these lessons and academic achievement (students’ ability to learn, process, and affinity towards the subject they are learning about) with regards to students’ grades and their views about mathematics. Two classes of students, an experimental group and a control group, engaged in mathematics lessons that were grounded in rigorous mathematical teaching practices; but the experimental course received lessons that also incorporated principles of culturally relevant pedagogy. Results indicated that students in the experimental course showed significant quantitative gains on the various measures related to academic achievement and self-efficacy in mathematics. Emerging Voices in Education, 2(2), p. 410
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::cb70990473dfa03a1ca9985200361958 Zobrazit plný text záznamu