Inclusion of African American Students in Mathematics Classrooms: Issues of Style, Curriculum, and Expectations

摘要

Recently we had the pleasure of observing high school mathematics classrooms in which teachers were demonstrating effective teaching strategies that they had learned at in-service sessions sponsored by the Eisenhower and National Science Foundation (NSF) programs. Unfortunately, we also noticed a distinct lack of African American students in the advanced mathematics classes. In most of the schools, African American students made up 10 to 30 percent of the enrollment, but seldom was more than one African American student enrolled in the advanced mathematics classes.