Abstract
This case study reports on the small group interactions and achievements of Malik, an African American sixth grader, who attended a Maryland elementary school in 1997. Student achievement was measured by the Maryland Functional Mathematics Test (MFMT-I), which was given on a pre/post basis. Students' scores on the MFMT-I were analyzed using the ANOVA. The analysis revealed a significant difference (F = 3-330, p < .05) between the scores of Caucasian (M = 342.12) and African American students (M = 323-56). However, Malik's MFMT-I score rose from 293 to 353. A passing score is 340. This study examines Malik's interactions to ascertain what factors influenced his achievement. The findings are that Malik had a positive attitude about mathematics and a strong command of mathematical and scientific language. Recommendations are that teachers become cultural brokers to help all children learn the "language" of mathematics and encourage all students to become self-advocates to overcome negative social dynamics in small groups.
Recommended Citation
Leonard, Jacqueline and Dantley, Scott Jackson
(2002)
"Why Makik Can "Do" Math: Race and Status in Integrated Classrooms,"
Trotter Review: Vol. 14:
Iss.
1, Article 7.
Available at:
https://scholarworks.umb.edu/trotter_review/vol14/iss1/7
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Mathematics Commons, Race and Ethnicity Commons
