Looking beyond the gap of African American students' performance: states test and text book driven curriculum unskill mathematics teachers

Abstract

African American students' mathematics poor performance has historical origins of oppression that has been strengthened by lack of implementation of suggested reforms. Interventions and reforms have suggested relevant pedagogy for minority students. However, classroom practices continue to alienate these students. This paper elicits the powerful factors that impede progress in implementing cultural relevant pedagogy for African American students and other students in general. Observations, informal interviews and cultural artifacts were employed data sources to elicit factors that inhibit mathematics learning these students were exposed to. The classroom practice of two fifth grade teachers indicate that State tests and textbook based instruction take precedence in teaching mathematics regardless of teacher awareness of the African American students' needs. Therefore this paper argues that State test and textbook based instruction deprofessionalise teachers in mathematics classroom and hinder learning opportunities.