Black Male Students and The Algebra Project: Mathematics Identity as Participation
Keywords:Black male students, mathematics identity, mathematics teaching and learning, The Algebra Project
AbstractIn this article, the authors examine the mathematics identity development of six Black male students over the course of a 4-year The Algebra Project Cohort Model (APCM) initiative. Mathematics identity here is defined as participation through interactions and positioning of self and others. Data collection included nearly 450 minutes of video recordings of small-group, mathematics problem solving in which student actions, coded as acts of participation, were tallied. These tallied actions were conceptualized descriptively in terms of mathematics identity using the lenses of agency, accountability, and work practices. The analyses suggest that the APCM students' confidence in self and peers increased over the 4 years, they consistently chose to engage in mathematics, and their reliance on knowledgeable others less-ened. Opportunities for future research and implications for policy makers and other stakeholders are discussed.
How to Cite
The copyright for articles in JUME is held by the individual. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commercial settings.