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Category: MATHEMATICS -- Study & teaching

  • A "Gap-Gazing" Fetish In Mathematics Education? Problematizing Research on the Achievement Gap

    1/1/08 - GutiƩrrez, Rochelle

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

  • African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement

    1/1/06 - Stinson, David W.

    The academic achievement gap, particularly the mathematics achievement gap, between Black students and their White counterparts has been well documented with numerical facts. As mathematics education researchers attempt to develop theories and practices that assist in eradicating the gap, they would serve mathematics education well if they would expand the sphere of their research into the sociocultural arena. To assist in expanding the sphere, this article presents a review of key...

  • Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

    1/1/06 - Cooper, Jennifer, Schleser, Robert

    The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement...

  • Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints

    1/1/06 - Balfanz, Robert, Byrnes, Vaughan

    The mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. This article reports on a series of analyses that followed 4 cohorts of students from 3 such schools through the 5th to 8th grades, where studies have found the mathematics achievement gap to develop most rapidly. The cohorts followed in these analyses attended...

  • Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap?

    1/1/07 - Flores, Alfinio

    The so-called achievement gap in mathematics is reframed as a problem of unequal opportunities to learn experienced by many low-income students and many Latino and African American students. First, data are presented showing striking and persistent differences on standardized tests among students of different ethnic groups, and socioeconomic levels. Then evidence is presented demonstrating that opportunities to learn mathematics are not equally distributed among all students. Specifically...

  • Gender Differences and Similarities in PISA 2003 Mathematics: A Comparison between the United States and Hong Kong

    1/1/09 - Liu, Ou Lydia, Wilson, Mark

    Differential gender performance in standardized mathematics assessment has long been a heated topic. Gender gaps of varied magnitude have been identified on large-scale assessments in the United States. To continue the investigation, this study examined male and female performance on the Programme for International Student Assessment (PISA) 2003 mathematics along four in-depth dimensions (strand, content topics, competency cluster, and item format). Furthermore, to identify the shared and...

  • The Achievement Gap-Do We Need a New Strategy?

    1/1/07 - Kulm, Gerald

    The article presents views and insights of the author concerning the disparity in achievement between white and minority students on major assessment of mathematics learning such as the National Assessment of Educational Progress (NAEP) in the U.S. The recent NAEP report indicated that overall achievement in mathematics continues to improve at a slow and steady rate. The author also mentions the new reform strategy of providing higher standards and more testing.

  • The Call: The Importance of Research on African American Issues in Mathematics and Science Education

    1/1/05 - Moses-Snipes, Pamela R., Snipes, Vincent T.

    The article reflects on the challenges posed to researchers to close the achievement gap between African American students and their white counterparts in mathematics and science education. It cited several issues that need to be addressed and solved to be able to uplift and motivate African American students to strive, achieve excellence and pursue careers in the mathematics and sciences. The issues cited are historical awareness of the education of African Americans, teacher expectations...

  • The Mathematics Education of African Americans in North Carolina: From The Brown Decision to No Child Left Behind

    1/1/05 - Snipes, Vincent T., Waters, Roderick D.

    The article presents a study which aim is to report on an in-depth case study of a former state mathematics consultant to describe his experiences of the mathematics education of African Americans in public high schools in North Carolina from 1950-1980 and to examine North Carolina African American students' progress in mathematics from the Brown versus the Board of Education Decision to the No Child Left Behind Act Era. The data are analyzed utilizing the critical race theory of education...

  • Understanding Trends in the Black-White Achievement Gaps during the First Years of School

    1/1/06 - Murnane, Richard J., Willett, John B., Bub, Kristen L., McCartney, Kathleen

    The article examines the research conducted by Ronald G. Fryer and Steven D. Levitt, focusing on differences by grade in the black-white test score gap in reading and mathematics, based on analyses of data on the Early Childhood Longitudinal Study (ECLS-K) in the U.S. The types of school quality indicators used are discussed. A comparison between the data sets of ECLS-K and the National Institute of Child Health and Human Development (NICHD) is also presented.

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