A Web-based, Tailored Asthma Management Program for Urban African-American High School Students

Local Lotto is a 14-session curriculum designed for high school students to learn mathematics through an examination of the local lottery. The curriculum is organized around investigations of how local lottery games are won, who plays, how many people play, and where lottery revenues and prizes are distributed. A web-based application is integrated into the curriculum to allow students to explore the lottery in their school neighborhood, examine local lottery data, and assemble and justify their own arguments about the lottery. In this chapter, the authors describe technology's role in shaping a rich curriculum that engages students in investigating a local phenomenon while also addressing the content and practices of the Common Core State Standards of Mathematics. The chapter concludes with an outline of the challenges of integrating custom technologies into mathematics curricula and provides recommendations for future work.

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Opportunities to Learn Geometry: Listening to the Voices of Three African American High School Students

Mathematics Teaching, Learning, and Liberation in the Lives of Black Children ◽

10.4324/9780203877708-18 ◽

2010 ◽

pp. 259-274

Keyword(s):

High School ◽

African American ◽

High School Students ◽

Opportunities To Learn ◽

School Students

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Examining the Cultural Capital in the Parental Involvement of African American Parents of Disabled High School Students

10.4018/978-1-7998-8860-4.ch017 ◽

2022 ◽

pp. 368-379

Author(s):

Donovan Griffin-Blake

Keyword(s):

High School ◽

African American ◽

High School Students ◽

Public Education ◽

Parental Involvement ◽

Cultural Capital ◽

Traditional Approach ◽

African American Parents ◽

African American Mothers ◽

School Students

This chapter explores the value of cultural capital in the parental involvement of African American parents of disabled high school students. The traditional approach of parental involvement is widely implemented across public education. The framework for parental involvement is outdated and racially one-sided, which causes the contributions of African American parents to be devalued by their child's school. This chapter focuses on a qualitative study of five African American mothers of disabled high school students and how they engage with their children's public education. The participants provide narrative examples of their cultural capital and they have used it to help benefit their child's education. This implies the need to revise the image of parental involvement to one that is a more diverse inclusionary model, which will help schools better support the academic achievement of students from culturally and linguistically diverse families.

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