WHEN MATHEMATICS WORKS IN BLACK

229 Pages·2014·3.94 MB·English

by  Khalel Hakim

WHEN MATHEMATICS WORKS IN BLACK: A CASE STUDY OF EFFECTIVE
MATHEMATICS INSTRUCTION FOR AFRICAN AMERICAN CHILDREN

By
Khalel Hakim

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
Curriculum, Instruction, and Teacher Education – Doctor of Philosophy
2014
ABSTRACT
WHEN MATHEMATICS WORKS IN BLACK: A CASE STUDY OF EFFECTIVE
MATHEMATICS INSTRUCTION FOR AFRICAN AMERICAN CHILDREN

By
Khalel Hakim
The purpose of this study was to describe and explain the 5th grade mathematics teaching
practice of an African American female teacher in a predominantly African American classroom
that consistently meets and/or exceeds Michigan’s mathematics proficiency standards. Using
multiple emancipatory lenses, and a single case study method that employed participant
observation, interview, and artifact, this study examined a teacher participant’s practice. A set of
pedagogical practices not included in the dominant discourse on mathematics pedagogy
emerged. The interpretation of these practices used non-traditional, non-Eurocentric analytical
criteria. That is, the dominant criteria of objectivity, reliability, and validity were considered
mostly inadequate measures (Reviere, 2001). Instead, the study used Africalogical; Black
feminist, and culturally responsive conceptual frameworks whose literatures are mostly silenced
in mainstream mathematics education discourse. The aim was to better understand, and to push
the inquiry and discourse into a place where the inquiry and the process of pedagogical
construction did not take precedence over the values, interests, and perspectives of the people
being researched.
One significant aspect of this study is that it challenges the absence of African American
specific research in mathematics education, e.g. teacher or student successes, and the presence of
Black women in teaching – who for more than 100 years represented the majority of teachers
teaching Black children prior to the massive firings of Black teachers between 1950 and 1970
(Fairclough, 2007; Ladson-Billings, 2004; Powell, 2002). Significant as well is that in thirty
years of mathematics education reform African American children have not been helped to
significantly reduce a woefully large and consistent gap in mathematics achievement between
themselves and European American students. Although the reasons for this continued gap are
complex, most (Clark, Johnson, Chazen, 2009; Ladson-Billing & Tate, 2005; Martin, 2008,
2009; Scheurich, 1997) agree that a major factor is that only recently, and still tentatively, have
issues or voices of scholarship of color been included in the dominant discourse (e.g. Moses,
2002; Nasir, 2008, etc.). Hence, this work seeks to contribute to this growing chorus of diverse
voices about what can and should be done to ensure that all students receive equitable
opportunities to become mathematically literate.
Copyright by
KHALEL HAKIM
2014
The assistance, support, and patience of five people made this volume possible. I dedicate
this work to them:
my wife, Sonya, my daughter, Nyaela, my mother and father, Sarah and Shahabuddeen, and my
friend and advisor, Suzanne Wilson.

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ACKNOWLEDGEMENTS

I am forever indebted to Sonya, my wife, and to my daughter Nyaela, their unwavering
support is unmatched. Sonya is my soul mate indeed, and her spirit will forever mark this work. I
am also deeply grateful to my advisor and chair, Dr. Suzanne Wilson. Her expertise, patience,
and her insightful and timely critiques always provided perfect direction and encouragement,
helping me to fashion my scholarship into a worthy vehicle.
As well, none of this could have happened without the enduring love of my mother, she
pushed and hugged, saying, “You can do this, Sun Son.” I thank my father for his strength and
encouragement. He was my original inspiration to pursue the PhD. I love you mom and dad. I
also thank my mother-in-law, Stephanie, who provided room and board for four months of data
collection, and always reminded me that the “South” was waiting. I sincerely thank the members
of my advisory committee, Dr. Dorinda Carter-Andrews, Dr. Beth Herbal Eisenmann, and Dr.
Angela Calabrese-Barton for their support. I chose a difficult topic and was able to complete this
dissertation because of their open-mindedness. I extend a special thank you to the teacher who
allowed me to work in her classroom for four months, to her students who were perfect
participants, to the school principal that allowed me full access, and to the many parents who
opened their hearts. I am thankful for my cohort members who all provided important lessons. I
am especially thankful to Kevin Roxas for his long and steady support, to my good friends
Maisha Dang-Owolabi, Eric Wilmot, and Makito Yurita, and to all of my siblings - all of whom
have blessed my journey in very special ways. Finally, I thank my ancestors whose sacrifices
inspire and sustain me.

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TABLE OF CONTENTS

LIST OF TABLES………………………………………………………………………………...x
LIST OF FIGURES………………………………................................................……………....xi
CHAPTER 1……………………………………………………………………………………...1
INTRODUCTION – BLACK ON BLACK………………………………………………………1
Underlying Assumptions………………………………………………………………….4
Rationale…………………………………………………………………………………..4
Place……………………………………………………………………………………….6
An Outline of the Chapters………………………………………………………………..7
CHAPTER 2……………………………………………………………………………………..9
CULTURALLY RELEVANT MATHEMATICS TEACHING: A BRIEF REVIEW OF THE
LITERATURE…………………………………………………………………………….……...9
Culturally Relevant Teaching……………………………………………….…………....9
Culturally Relevant Analysis of Mathematics Learning and Teaching………………….19
Discussion…………………………………………………………….………………….29
CHAPTER 3.................................................................................................................................34
THEORETICAL FRAMEWORK………….................................................................................34
Africalogy………………………………………………………………………………..34
Aesthetics ………………………………………………………………………………..37
Black Feminist Thought and Mothering……………………………………………...… 39
Funk…………………………………………………………………………………..….44
Putting the Pieces Together……………………………………………………...47
African American Mother in the Real World and in School as Concept………..49
CHAPTER 4…………………………………………………………………………………….53
METHODOLOGY…………………………………………………………………………..…..53
Participants…………………………………………………………………………….....53
Setting: Dubois Bethune Elementary and Middle School…………………………….…56
The School and Students……………………………………………………………..…..57
Research Questions and Theoretical Propositions………………………………....…….64
Data Collection…………………………………………………………………………..68
Consent…………………………………………………………………………..68
Participant Observation………………………………………………………….70
Interviews………………………………………………………………………..71
Fieldnotes, Jottings, Audio Recordings, and Classroom Artifacts………………73
Data Analysis…………………………………………………………………………….74
Triangulation…………………………………………………………………………….77
Keepin’ It Real: A Retrospective Analysis……………………………………………...78
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CHAPTER 5.................................................................................................................................81
MRS. THANDE………………………………………………………………………………….81
Mrs. Thande’s Classroom………………………………………………………………..90
A Lesson in the Multiplication of Fractions……………………………………...……...95

CHAPTER 6…………………………………………………………………………………...104
THE MOTHERWORK AND FUNK OF MATHEMATICS TEACHING……………………104
Re-Presentation of African American Mothering Themes………………………..……105
Lesson Collage 1: Teaching Multiplication of Fractions……………………….106
Protection……………………………………………………………….109
Empowerment…………………………………………………………..111
Preservation of Cultural Bearing……………………………………….115
Funkiness Across the Themes………………………………………….121
Affect…………………………………………………………...121
Movement………………………………………………...…….123
Communality & Orality…………………………………….…..124
Lesson Collage 2: More Multiplication of Fractions………………………..….128
Protection……………………………………………………………….130
Empowerment……………………………………...…………………...135
Preservation of Cultural Bearing……………………………………….139
Funkiness Across the Themes…………………………………………..142
Affect…………………………………………………………...142
Movement……………………………………………………....143
Communality………………………………...…………………144
Orality…………………………………………………….…….146
Funk Integrated…………………………………………………………148
Summary……………………………………………………………………..…148
CHAPTER 7…………………………………………………………………………………...152
DISCUSSION, LIMITATIONS, & IMPLICATIONS…………………………………………152
Reflections...……………………………………………………………………………152
Purpose and Goal of Study…………………………………………………………..…155
Findings………………………………………………………………………………...157
Hypotheses……………………………………………………………………...157
Themes………………………………………………………………………….158
Funk………………………………………………………………………….…160
Discussion Questions…………………………………………………………………...162
Can White Teachers Teach It?.............................................................................163
Can African American Men Teach It?.................................................................166
How Mathematics Mattered…………………………………………………….169
Implications for Mathematics Teacher Education……………………………...176
Conclusion………………………………………………………………………..…….180
Generalizing…………………………………………………………………….182
APPENDICES………………………………………………………………………………….187
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APPENDIX A – Consent Form Teacher Participant …………………………………..188
APPENDIX B – Consent Form School Principal Participant………………………….192
APPENDIX C – Consent Form Parent/Guardian Participant…………………………..196
APPENDIX D – Consent Form Focus Group Students………………………………..200
BIBLIOGRAPHY…………………………………………………………………………… 204

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LIST OF TABLES

Table 3.1 African American Mothering Themes………………………………………….……..43
Table 4.1 DBEM’s Michigan Education Assessment Program (MEAP) test scores 2009-2010..57
Table 4.2 2006-2010 DBEM MEAP Scores by Demographics…………………………………59
Table 6.1 African American Mothering Themes………………………………………..…….. 106

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