Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation


by Lawrence M. Clark, Eden M. Badertscher & Carolina Napp — 2013


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase African American Mathematics Teachers as Agents in Their African American Students’ Mathematics Identity Formation
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 115 Number 2, 2013, p. 1-36
http://www.tcrecord.org ID Number: 16835, Date Accessed: 12/15/2017 10:18:18 PM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Lawrence Clark
    University of Maryland, College Park
    E-mail Author
    LAWRENCE M. CLARK is an assistant professor of mathematics education at the University of Maryland, College Park. He conducts both quantitative and qualitative research, with a focus on exploring the relationships between mathematics teachers’ experiences, knowledge domains, and beliefs, particularly in the contexts of urban schools. Furthermore, a thread of his research explores the work and role of African American mathematics teachers in the U.S. education narrative. His most recent publications include “Examining Dilemmas of Practice Associated With Integrating Technology Into Mathematics Classrooms Serving Urban Students” (w/ A. B. Anthony, Urban Education) and “Researching African American Mathematics Teachers of African American Students: Conceptual and Methodological Considerations” (w/ W. Johnson & D. Chazan, in D. Martin (Ed.), Mathematics Teaching, Learning, and Liberation in the Lives of Black Children).
  • Eden Badertscher
    Pittsburgh Public Schools
    E-mail Author
    EDEN BADERTSCHER is the 6-12 Mathematics Curriculum Coordinator for Pittsburgh Public Schools. Eden’s research focuses on the development of middle school mathematics teachers who are facing increasing content and accountability demands. Her research investigates teacher change through inquiry in mathematics and the philosophy of mathematics.
  • Carolina Napp
    University of Maryland, College Park
    E-mail Author
    CAROLINA NAPP is a doctoral candidate in the Center for Mathematics Education at the University of Maryland, College Park. Carolina’s current interest is in how to use research-based theory to improve mathematics in schools under the real life constraints teachers face every day, such as high stakes testing and school district curriculum guidelines.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS