Impact of culture circles on minority high school students in mathematics.

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dc.contributor.advisorFleener, Jayne,en_US
dc.contributor.authorAhmadifar, Gholam H.en_US
dc.date.accessioned2013-08-16T12:30:49Z
dc.date.available2013-08-16T12:30:49Z
dc.date.issued2000en_US
dc.description.abstractEspecially important to the findings of the study was the establishment of an environment for positive change in the students' performances by having the culture circle group meetings. The impact of the culture circle similarly affected their beliefs about and strategies associated with their individual mathematics learning and preparation. Unfortunately for several participants, prior poor study habits and lack of value for mathematical achievement prevented them from achieving high levels of competence in their Algebra II class. Individual and group reflectivity contributed greatly to their understanding and belief about themselves as mathematics learners. The use of culture circles clearly needs further investigation and implications of this research include the need to explore cultural and power relation with their impact on solving and confidence in mathematics learning.en_US
dc.description.abstractThe intensity of the interactions during the second phase of the data collection process contributed to the establishment of a foundation for the data collection process. Data from transcription of the classroom observations, individual interviews, culture circle meetings, interviews with the teacher, and the students' responses to survey questions were analyzed using a constant comparative method (Lincoln & Guba, 1985) and Freire's Circle of Culture Method (Shor, 1987).en_US
dc.description.abstractThere were weekly culture group meetings for approximately two hours in which the participants discussed ideas about mathematics frustration, stereotype threat, and anxiety. Also, the group discussed experiences in mathematics classes. These sessions were tape-recorded.en_US
dc.description.abstractThis study is an attempt to understand the impact of culture circle on African American high school students in Algebra II. Particular attention was given to the view of the male African American students, age sixteen to eighteen.en_US
dc.description.abstractThe data collection process occurred in two phases. The purpose of the first phase of the study was to gather background information, which included the researcher attending the Algebra II class three times a week for six weeks. During the second phase, which lasted approximately eight weeks, the researcher observed the participants in the classroom and interviewed them individually every week for approximately one hour to discuss their beliefs and actions related to their learning mathematics and confidence.en_US
dc.description.abstractEight students volunteered to participate in this study in the fall semester of 1999. The guiding questions were: (1) How do these minority students perceive themselves as learners and doers of mathematics? (2) How do minority students feel about themselves and negative group stereotype threat pertaining to their mathematics learning? (3) What is the impact of culture circles focused on mathematics values, meanings and goals?en_US
dc.format.extentxii, 112 leaves :en_US
dc.identifier.urihttp://hdl.handle.net/11244/5921
dc.noteAdviser: Jayne Fleener.en_US
dc.noteSource: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0536.en_US
dc.subjectMathematics Study and teaching (Secondary) United States.en_US
dc.subjectPsychology, Social.en_US
dc.subjectAfrican American high school students.en_US
dc.subjectEducation, Mathematics.en_US
dc.subjectEducation, Secondary.en_US
dc.subjectSociology, Ethnic and Racial Studies.en_US
dc.subjectAfrican American teenage boys.en_US
dc.thesis.degreePh.D.en_US
dc.thesis.degreeDisciplineDepartment of Instructional Leadership and Academic Curriculumen_US
dc.titleImpact of culture circles on minority high school students in mathematics.en_US
dc.typeThesisen_US
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum
ou.identifier(UMI)AAI9962950en_US

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