Education Commons^™

Improving Pre-Service Teachers’ Adaptive Metacognitive Practices Through Reflective Writing, Joanne E. Goodell

Joanne E Goodell

In this study, the use of critical incident reflective writing as a means to engage pre-service secondary mathematics teachers in adaptive metacognitive practices is discussed. This basic interpretive qualitative study uses a sample of 5 incident reports from each of 37 students whose final papers were previously analyzed (for possible total of 185 incident reports). The qualitative data analysis software N-Vivo was used to code each incident using a broad initial set of codes which present evidence of teachers’ personal practical theories (PPTs), a vision of teaching that they would like to see enacted in their classroom, a sense of …

Mathematical Literacy: Are We There Yet?, Ross Turner

Ross Turner

"I'Ve Come Too Far, I'Ve Worked Too Hard!": Reinforcement Of Support Structures Among Black Male Mathematics Students, Clarence L. Terry Sr, Ebony O. Mcgee

Clarence "La Mont" Terry, Sr.

Along with the growth and refinement of our shared discourses on equity, the community of education researchers focused on Black males has developed lenses with which to examine the risk and protective factors related to Black males’ participation in and experiences with mathematics. In this paper, the authors focus on the importance of the “supports” associated with mathematically high-­achieving Black high school students in urban high schools. Using Critical Race Theory and narrative analysis, the authors report findings from semi-structured interviews of mathematically-successful Black male students (n = 12) from four urban high schools. Analysis of key themes suggests that …