The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black Learners
The purpose of this article is to present the findings of a qualitative metasynthesis focused on Black learners negotiating their mathematics experiences in multiple settings (in school and out-of-school) and reflecting on experiences that contributed towards their mathematics identities over time....
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Columbia University Libraries
2013-01-01
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| Series: | Journal of Mathematics Education at Teachers College |
| Online Access: | https://journals.library.columbia.edu/index.php/jmetc/article/view/757 |
| _version_ | 1819137741096484864 |
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| author | Robert Berry Kateri Thunder |
| author_facet | Robert Berry Kateri Thunder |
| author_sort | Robert Berry |
| collection | DOAJ |
| description | The purpose of this article is to present the findings of a qualitative metasynthesis focused on Black learners negotiating their mathematics experiences in multiple settings (in school and out-of-school) and reflecting on experiences that contributed towards their mathematics identities over time. Five findings emerged from this qualitative metasynthesis to describe the ways Black learners negotiated their experiences in mathematics across time. The findings are: 1) Learners determined their values, which were influenced by others; 2) Learners defined success in life, in academics, and specifically in mathematics, based on their values; 3) Learners encountered issues of awareness and access along their experience pathways, which included opportunities to make academic choices and to experience high expectations in academics; 4) Learners developed self-images based on their values and a mosaic of images, which comprised their image-based criteria for negotiating experience pathways; and 5) Learners’ development of agency depended on their understanding of the consequences of their encounters with issues of awareness and access as well as their image-based criteria for success. |
| first_indexed | 2024-12-22T10:55:41Z |
| format | Article |
| id | doaj.art-dde8a7c8dea54551bd7b788f7863ff27 |
| institution | Directory Open Access Journal |
| issn | 2156-1400 2156-1397 |
| language | English |
| last_indexed | 2024-12-22T10:55:41Z |
| publishDate | 2013-01-01 |
| publisher | Columbia University Libraries |
| record_format | Article |
| series | Journal of Mathematics Education at Teachers College |
| spelling | doaj.art-dde8a7c8dea54551bd7b788f7863ff272022-12-21T18:28:38ZengColumbia University LibrariesJournal of Mathematics Education at Teachers College2156-14002156-13972013-01-013210.7916/jmetc.v3i2.757The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black LearnersRobert Berry0Kateri Thunder1University of VirginiaJames Madison UniversityThe purpose of this article is to present the findings of a qualitative metasynthesis focused on Black learners negotiating their mathematics experiences in multiple settings (in school and out-of-school) and reflecting on experiences that contributed towards their mathematics identities over time. Five findings emerged from this qualitative metasynthesis to describe the ways Black learners negotiated their experiences in mathematics across time. The findings are: 1) Learners determined their values, which were influenced by others; 2) Learners defined success in life, in academics, and specifically in mathematics, based on their values; 3) Learners encountered issues of awareness and access along their experience pathways, which included opportunities to make academic choices and to experience high expectations in academics; 4) Learners developed self-images based on their values and a mosaic of images, which comprised their image-based criteria for negotiating experience pathways; and 5) Learners’ development of agency depended on their understanding of the consequences of their encounters with issues of awareness and access as well as their image-based criteria for success.https://journals.library.columbia.edu/index.php/jmetc/article/view/757 |
| spellingShingle | Robert Berry Kateri Thunder The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black Learners Journal of Mathematics Education at Teachers College |
| title | The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black Learners |
| title_full | The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black Learners |
| title_fullStr | The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black Learners |
| title_full_unstemmed | The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black Learners |
| title_short | The Promise of Qualitative Metasynthesis: Mathematics Experiences of Black Learners |
| title_sort | promise of qualitative metasynthesis mathematics experiences of black learners |
| url | https://journals.library.columbia.edu/index.php/jmetc/article/view/757 |
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