Promoting Mathematical Competence and Confidence in Latina Preservice Teachers: Examining Home and School Experiences.
Notice bibliographique
Résumé
McCoy, 1997, p. 71), performance gaps in mathematics are found between students of color and their White peers. For instance, in California, although 58% of seventh-grade students’ performance levels were proficient or advanced, 32% of Latinos performed at proficient or advanced levels, and just one quarter (26%) of Black seventh graders achieved proficiency (CDE, 2009). National data indicate similar disparities. Although the 2008 NAEP data show a slight narrowing of the achievement gap since 1973 for nineyear-olds, there is still a 16-point gap in achievement between Hispanic students and White students and a 26-point gap between Black students and White students (U.S. Department of Education, 2008b). By the time students hit 17 years of age, the Hispanic/White gap increases to 21 points, and the Black/White gap to 27 points. Given the fact that aptitude across races and ethnicity is equal, how do we account for such differences? Many factors appear to contribute to the differences in academic performance associated with race and ethnicity. Some researchers focus on students, what they bring to school, and how that influences achievement. For example, some researchers (Cocking & Chipman, 1988; Cornelius-White, Garza, & Hoey, 2004) emphasize that factors affecting Latino achievement include motivation, entry level knowledge, family support, opportunities to learn, and attitude. Self-efficacy, or the belief that one can work toward a set of goals to achieve success, is also related to academic achievement. Despite the fact that Hispanics come to school with aptitude equal to that of their peers, Hispanics tend to have lower self-efficacy in mathematics (Stevens, Olivarez, & Hamman, 2006). And self-efficacy tends to function differently for different This article presents the activities and results of an American Association of University Women (AAUW) Campus Action Project designed to promote Latinas’ mathematical confidence and competence in teaching elementary mathematics. The project explored how school and family experiences contribute to Latinas’ sense of self efficacy as teachers of mathematics in elementary schools. Through analysis of their personal histories as they intersect with mathematics, and the patterns found among those histories, Latinas pursuing careers in education explored issues of confidence as they relate to both teaching and learning mathematics. The goal of the project was to ensure confidence and self efficacy among Latinas in order to enable them to encourage powerful mathematics learning and confidence in their own students. Participants’ experiences suggest improvements and inclusion for K-12 and teacher education as well as ways to promote and connect learning to at-home experiences.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».