ABSTRACT

This study examined whether secondary students in an urban school district perceived racial differences in opportunity to be successful in mathematics, whether those perceptions differed between students of color and white students, and the relation of those perceptions to teachers’ choice and implementation of mathematical tasks. The results of multi-level regression models based on student survey and teacher observation data revealed two primary findings: (a) students of color were more likely to perceive opportunity differences than were white students; and (b) this difference was greater in classrooms in which teachers attempted to use cognitively demanding tasks but allowed the cognitive demand to decline during the lesson. Implications for both future research and mathematics teacher education are discussed.

摘要

这项研究调查了城市学区的中学生在成功获得数学机会方面是否存在种族差异，有色学生和白人学生之间的看法是否不同以及这些看法与教师选择和执行数学任务的关系。基于学生调查和教师观察数据的多级回归模型的结果揭示了两个主要发现：（a）有色学生比白人学生更容易发现机会差异；（b）在教师尝试使用需要认知的任务但允许在课堂上降低认知要求的教室中，这种差异更大。讨论了对未来研究和数学教师教育的影响。