scholarly journals Stereotype Threat in High School Classrooms: How It links to Teacher Mindset Climate, Mathematics Anxiety, and Achievement

2020 ◽  
Author(s):  
Eunjin Seo ◽  
You-kyung Lee
Keyword(s):  
High School ◽  
Social Identity ◽  
Stereotype Threat ◽  
Mathematics Anxiety ◽  
National Study ◽  
High School Mathematics ◽  
Mathematics Classrooms ◽  
9Th Grade ◽  
Latino Boys ◽  
Teacher Mindset

As stereotype threat was initially examined in the tradition of experimental research, the effects of stereotype threat have often been tested by temporarily manipulating social identity threat mainly among college students. To extend the literature to adolescents’ naturalistic experience of stereotype threat, we examined 9th grade adolescents’ stereotype threat using National Study of Learning Mindsets data (n~= 6,040; 48.5% girls). Black and Latino boys experienced higher levels of stereotype threat in high school mathematics classrooms, as compared to black/Latino girls and white peers. When students perceived their teachers to create fixed mindset climate, students experienced greater stereotype threat. Stereotype threat, in turn, negatively predicted later achievement via heightened anxiety among black/Latino boys and white girls. The findings highlight the importance of forming mathematics classrooms that cultivate growth mindset and minimize the threat to students’ social identity.

Engagement and affect patterns in high school mathematics classrooms that exhibit spontaneous problem posing: an exploratory framework and study

2020 ◽  
Vol 105 (3) ◽  
pp. 435-456
Author(s):  
Lorna Headrick ◽  
Adi Wiezel ◽  
Gabriel Tarr ◽  
Xiaoxue Zhang ◽  
Catherine E. Cullicott ◽  
...  
Keyword(s):  
High School ◽  
School Mathematics ◽  
Problem Posing ◽  
High School Mathematics ◽  
Mathematics Classrooms

Assessment and Grading in High School Mathematics Classrooms

1997 ◽  
Vol 28 (2) ◽  
pp. 187 ◽  
Author(s):  
Sharon L. Senk ◽  
Charlene E. Beckmann ◽  
Denisse R. Thompson
Keyword(s):  
High School ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Classrooms

New Thinking about College Mathematics: Implications for High School Teaching

2007 ◽  
Vol 101 (5) ◽  
pp. 354-358
Author(s):  
Robin Marcus ◽  
Tim Fukawa-Connelly ◽  
Michael Conklin ◽  
James T. Fey
Keyword(s):  
High School ◽  
High School Mathematics ◽  
High Stakes ◽  
Mathematics Classrooms ◽  
High Stakes Tests ◽  
School Teaching ◽  
High School Teaching ◽  
New Thinking ◽  
Political Decisions ◽  
Classroom Time

NCTM's Standards and Navigations series, NSF-funded curricula, presentations at professional conferences and workshops, and countless articles in this journal offer many attractive ideas for introducing new mathematics, applications, and instructional approaches. After encountering such ideas, we invariably return to our mathematics classrooms with some great new lessons or enhancements to try. But unless the topics that pique our interest are on the high-stakes tests that our students face, we are inevitably stymied by the sense that we do not have time to cover essential concepts and skills and take even a couple of days off for mathematical explorations that are intriguing to students and teachers but are often considered not good use of classroom time by those responsible for political decisions. We have been puzzling over this frustrating situation—trying to reconcile the persuasive recommendations for change in the content and teaching of high school mathematics with the constraints of increasingly influential testing programs and prescriptive district curricula.

Connecting Research to Teaching: Cooperative Learning and Its Effects in a High School Geometry Classroom

2003 ◽  
Vol 96 (2) ◽  
pp. 112-116
Author(s):  
Angela L. E. Walmsley ◽  
Joe Muniz
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Active Role ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Classrooms ◽  
High School Geometry ◽  
Learning Mathematics

During our experiences as high school mathematics teachers, we have discovered these three things. First, many high school students do not like to take mathematics courses. These students sometimes find that mathematics is boring and believe that it will be of no use to them after they graduate from high school. Stuart (2000) states that many people think of mathematics as something that causes stress and is unpleasant. Such students have high anxiety about learning mathematics and trying to succeed. Second, students have difficulty expressing their thoughts on paper or in front of their mathematics class. This phenomenon may occur because many traditional mathematics classrooms foster a competitive atmosphere among students (Johnson and Johnson 1989). Third, the students are not accustomed to taking an active role in learning mathematics. In light of these discoveries, we wanted to find a method of teaching high school mathematics classes that would help our students understand and enjoy the mathematics. In particular, we asked the following question: Would our students understand and enjoy mathematics more if we tried a cooperative learning approach rather than the traditionally taught teacher-centered method?

scholarly journals In-service mathematics teacher's effective reflective actions during enactment of social constructivist strategies in their teaching

Pythagoras ◽  
2009 ◽  
Vol 0 (69) ◽  
Author(s):  
Lovemore J. Nyaumwe ◽  
David K. Mtetwa
Keyword(s):  
High School ◽  
Case Studies ◽  
Prior Knowledge ◽  
Stratified Sampling ◽  
Social Constructivist ◽  
Classroom Observations ◽  
High School Mathematics ◽  
Mathematics Classrooms ◽  
New Concepts ◽  
Insight Into

This study documents two case studies of in-service teachers whose reflective actions during teaching belonged to the effective category. Stratified sampling was used to select the in-service teachers whose reflective actions during teaching achieved effective reflection category in the first round of assessments. The sampled in-service teachers were jointly observed by two researchers whilst teaching high school mathematics classes in the second and third rounds of assessment visits to determine their teaching actions whilst enacting effective reflective actions. Classroom observations were followed by post lesson reflective interviews. The in-service teachers' effective reflective actions during teaching were noted as aligning learners' prior knowledge with activities to develop new concepts, sensitivity to learners' needs, using multiple pedagogical methods, and causing cognitive conflicts that facilitated learners' reflections on the solutions that they produced. These findings provide insight into theorising in-service teachers' reflective actions that informs reform on appropriate enactment of social constructivist strategies in mathematics classrooms.

Making Mathematical Practices Explicit in Urban Middle and High School Mathematics Classrooms

2016 ◽  
Vol 47 (5) ◽  
pp. 505-551 ◽  
Author(s):  
Sarah Kate Selling
Keyword(s):  
High School ◽  
Classroom Discourse ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematical Practices ◽  
Mathematics Classrooms

To learn mathematical practices, students need opportunities to engage in them. But simply providing such opportunities may not be sufficient to support all students. Simultaneously, explicitly teaching mathematical practices could be problematic if instruction becomes prescriptive. This study investigated how teachers might make mathematical practices explicit in classroom discourse. Analyses of 26 discussions from 3 mathematics classes revealed that teachers made mathematical practices explicit primarily after students had participated in them. I present a framework of 8 types of teacher moves that made mathematical practices explicit and argue that they did so without turning practices into prescriptions or reducing students' opportunities to engage in them. This suggests a need to expand conceptions of explicitness to promote access to mathematical practices.

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