Student beliefs in the mathematics classroom: A study of how African American and Hispanic ninth and twelfth graders perceive mathematics and the mathematics classroom.

摘要

A major problem in the educational and social systems of the United States is the under-representation of African Americans and Hispanics in mathematics. There is a need to improve the mathematics education of non-Asian minorities.;This study investigated how African American and Hispanic ninth and twelfth grade students perceived mathematics. It examined the existence of any differences in the beliefs of African Americans and Hispanics, ninth and twelfth graders, and female and male students.;In general, the attitudes of ninth graders toward mathematics was more positive than those of twelfth graders; African Americans had more positive feelings toward mathematics and were less dependent on the teacher than Hispanics; ninth grade African Americans demonstrated better perceptions of mathematics ability and instruction than did twelfth graders and Hispanics; and most students believed that while mathematics is based on rules, theorems and formulas, it is worthwhile and necessary to learn.;In addition, more Hispanic than African American students believed that mathematics had too many formulas and was very confusing; and they need their teacher to explain the problem before solving it. On the other hand, more African American than Hispanic students thought of mathematics as challenging and boring; showed a higher sense of mathematical efficacy; and felt more independent in mathematics. Surprisingly, African Americans and Hispanics did not share exactly the same attitudes towards mathematics.;Furthermore, more females than males claimed to work hard in mathematics, admitted to asking a friend or family member for help when they encountered difficulties with mathematics, believed mathematics was useful, and felt mathematics was of no relevance to their lives and to their future.;Implications include incorporating multicultural education in schools, encouraging parental involvement, implementing self-efficacy training programs, promoting self-direct learning, and instituting cooperative learning. Need for further research in mathematics education addressing the effects of the implementation of the new mathematics Standards on students' beliefs about mathematics was also identified.