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The effect of African culture on Afr...

Moses-Snipes, Pamela R.

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The effect of African culture on African-American students' achievement in and perceptions of selected geometry topics in the elementary mathematics classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of African culture on African-American students' achievement in and perceptions of selected geometry topics in the elementary mathematics classroom./
作者:	Moses-Snipes, Pamela R.
面頁冊數:	343 p.
附註:	Co-Major Professors: Denisse R. Thompson; Michaele F. Chappell.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3121029
ISBN:	9780496683840

The effect of African culture on African-American students' achievement in and perceptions of selected geometry topics in the elementary mathematics classroom.
Moses-Snipes, Pamela R.

The effect of African culture on African-American students' achievement in and perceptions of selected geometry topics in the elementary mathematics classroom. - 343 p.

Co-Major Professors: Denisse R. Thompson; Michaele F. Chappell.

Thesis (Ph.D.)--University of South Florida, 2004.

The purpose of this study was to investigate to what extent studying topics in a cultural context affected African-American students' achievement on selected geometry concepts and their perceptions of mathematics. Mathematics achievement was measured by a pre-assessment and post-assessment as well as three quizzes. Mathematics perceptions were measured by a pre-perception scale and post-perception scale. The literature addresses the fact that all students can benefit from learning about culture and mathematics. Several educators have specifically addressed the fact that African-American students are struggling to find success in the mathematics classroom. This study implements ethnomathematics and multicultural mathematics activities in an effort to enhance African-American students' interest in mathematics and improve their perceptions of and performance in mathematics.

ISBN: 9780496683840Subjects--Topical Terms:

1017673
Black Studies.

The effect of African culture on African-American students' achievement in and perceptions of selected geometry topics in the elementary mathematics classroom.
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100 1 $a Moses-Snipes, Pamela R. $3 1266940
245 1 4 $a The effect of African culture on African-American students' achievement in and perceptions of selected geometry topics in the elementary mathematics classroom.
300 $a 343 p.
500 $a Co-Major Professors: Denisse R. Thompson; Michaele F. Chappell.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0444.
502 $a Thesis (Ph.D.)--University of South Florida, 2004.
520 $a The purpose of this study was to investigate to what extent studying topics in a cultural context affected African-American students' achievement on selected geometry concepts and their perceptions of mathematics. Mathematics achievement was measured by a pre-assessment and post-assessment as well as three quizzes. Mathematics perceptions were measured by a pre-perception scale and post-perception scale. The literature addresses the fact that all students can benefit from learning about culture and mathematics. Several educators have specifically addressed the fact that African-American students are struggling to find success in the mathematics classroom. This study implements ethnomathematics and multicultural mathematics activities in an effort to enhance African-American students' interest in mathematics and improve their perceptions of and performance in mathematics.
520 $a Thirty-eight fifth grade students in Florida participated in the study, including 18 African-American students. This study only reports the results from the African-American participants. The 38 participants were in one of two groups: Mathematics With Culture (MWC) and Mathematics Without Culture (MWOC). Eight African-American students were in the MWC group and 10 African-American students were in the MWOC group.
520 $a In addition to the pre-assessment, post-assessment, quizzes, pre-perception, and post-perception scale, other data collection methods were also used. Interviews, student responses from selected lessons, a researcher journal, and observation protocol were used to report African-American students' mathematics achievement and mathematics perceptions. Each interview was videotaped, audiotaped, transcribed, and reviewed by the researcher and the researcher's mathematics education colleague.
520 $a Results revealed both groups had similar gains in mathematics achievement. Results also revealed that 75% of students in the MWC group and 70% of students in the MWOC group like mathematics. Students in the MWC group were enlightened about how their heritage played a part in the development of mathematics. Although students in the MWOC group were not exposed to the culture component, they also developed more of an appreciation for mathematics. Students in both groups no longer considered mathematics as simply completing problems. They realized the importance of mathematics and that it is a useful tool in their everyday lives.
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650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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710 2 $a University of South Florida. $3 1020446
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790 1 0 $a Chappell, Michaele F., $e advisor
790 1 0 $a Thompson, Denisse R., $e advisor
791 $a Ph.D.
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