Instructional Strategies In Math

Marginalized students face a range of gaps in experience, highlighting the importance of better understanding these students’ opportunities to learn. The current study contributes to this effort by reporting on marginalized students’ experiences and liking of math instructional strategies in urban middle-school mathematics classrooms. Middle-school students (N = 466), many of whom attended racially segregated schools, sorted instructional strategies and discussed their experiences with the strategies in small groups or interviews.

边缘化学生在学习体验方面存在多重差距，这凸显了深入理解此类学生学习机会的重要性。本研究为此研究方向提供了实证贡献，报告了城市中学数学课堂中边缘化学生的学习体验及对数学教学策略的偏好情况。本研究的样本为466名中学生，其中多数就读于种族隔离学校，参与者以小组讨论或访谈的形式对教学策略进行分类，并分享了自身使用这些策略的学习体验。