Purpose There is very little research of Black male mathematics teachers from African countries teaching in the USA, specifically, their preparation and teaching experiences. The purpose of this study is to shed light on three Black male mathematics teachers from two African countries teacher preparation and teaching experiences in three African countries and the USA.teachers. Design/methodology/approach This study used a qualitative narrative research design to examine the teacher preparation and teaching experiences of Black African male mathematics teachers. Findings The results of this study reveal that the Black African male mathematics teachers participated in traditional and alternative teacher preparation programs that were unique to the African countries. The results also revealed that these teachers saw their teacher preparation program in the USA as preparing them to teach in this context. The results also revealed that all three of the teachers’ experienced success teaching struggling learners and English language learners mathematics in African countries and the USA. Research limitations/implications This study is limited to a small participant pool of three Black African mathematics teachers that cannot be generalized to other Black male teachers. There needs to be more research of Black male mathematics teachers, in general, and those from other countries, specifically. There also needs to be more research of Black male teachers’ teaching practices that are successful with Black students as well as English language learners. Practical implications Based on the study findings, policy-makers and stakeholders interested in recruiting and retaining Black male teachers and specifically, in mathematics needs to expand conceptualization and definitions to include those from other countries. Originality/value This results of this study add a valuable contribution to the research of Black male teachers, in general, and mathematics, in particular. It expands conceptualizations of who constitutes a Black male teachers in the USA.

中文翻译：

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考察三位非洲黑人数学老师在非洲和美国的教师准备和教学经验

目的很少有来自非洲国家的黑人男性数学老师在美国教学的研究，特别是他们的准备和教学经验。这项研究的目的是阐明来自两个非洲国家的三名黑人男性数学老师在三个非洲国家和美国的教师准备和教学经验。设计/方法/方法本研究使用定性叙事研究设计来检验黑人非洲男性数学教师的教师准备和教学经验。调查结果研究结果表明，黑人非洲男性数学教师参加了非洲国家特有的传统和替代性教师预备课程。结果还显示，这些教师将他们在美国的教师预备课程视为准备在这种情况下进行教学。结果还显示，在非洲国家和美国，三位教师在教学困难的学习者和英语学习者数学方面都经历了成功的教学。研究局限性/意义本研究仅限于三名非洲黑人数学老师的一小部分参与者，而这些参与者不能推广到其他黑人男老师。总体上，尤其是来自其他国家的黑人男性数学老师，需要进行更多的研究。还需要对黑人男教师的教学实践进行更多研究，以使黑人学生以及英语学习者获得成功。实际意义根据研究结果，对招募和留用黑人男教师，特别是对数学感兴趣的决策者和利益相关者，需要扩大概念和定义，以包括其他国家的概念和定义。原创性/价值这项研究的结果为黑人男教师的研究，特别是数学的研究做出了宝贵的贡献。它扩展了在美国构成谁是黑人男教师的概念。