The current study examined lasting learning effects of communal contexts for 124 African American third and fourth-grade students using a mathematics fractions unit with students’ regularly assigned teachers. Teachers in two experimental conditions received training on implementing communally or individually structured fractions curricula, and a naturalistic control was included whose participants did not receive the intervention. Findings revealed that students in the communal condition outperformed those who learned individually, and students in both intervention conditions outperformed those in the naturalistic control group. Survey of communal home-socialization obtained a relationship with identifying fractions performance. Implications for facilitative effects of culturally informed learning environments and teacher training toward enhanced academic achievement are discussed.

当前的研究使用数学分数单元和学生定期分配的老师，研究了124名非裔美国人的三年级和四年级学生在公共环境中的持久学习效果。在两个实验条件下的教师接受了关于实施公共或个体结构分数课程的培训，并且包括了自然主义的控件，其参与者没有得到干预。研究结果表明，在公共条件下的学生表现优于单独学习的学生，在两种干预条件下的学生表现都优于自然控制组的学生。社区家庭社会化调查获得了与确定分数绩效的关系。