New Research Shows the Right Teacher Can Make a Big Difference in High School Math
Students were generally committed to their learning but often felt ignored or silenced by their teachers.
As a former math teacher, I’m not surprised that hundreds
of students nationwide feel unseen, unsupported, and disconnected in
classrooms. Many of these students also question how relevant what they’re
learning is to their future. This reality, well-known to math teachers, is
especially evident in high school classes, where rigorous content can inspire
or alienate. What might surprise you is how much more challenging this
experience is for marginalized students, especially Black or disadvantaged
students. A recent study explores these disparities, providing
valuable insights into how students perceive their math abilities and future
implications.
Marginalized high school students report negative
experiences with teachers’ math knowledge, weakening their math identity and
belief in math’s utility.
This study, conducted by Ashli-Ann Douglas and others, explores how
marginalized high school students, predominantly Black and economically
disadvantaged, experience and perceive math education. The findings reveal
major disparities in how these students perceive their math abilities and its
relevance to their futures.
Key findings from Douglas et al. (2024):
- Negative
perceptions of teacher support. Many students, especially those in
general math courses, reported that their teachers lacked the necessary
knowledge and ability to effectively teach math. This often left students
feeling unsupported and confused, with Black girls more frequently expressing
frustration with their teachers’ methods.
- Challenges
in math identity. A significant number of Black girls in general math
classes reported not feeling “good at math,” a perception largely
influenced by their negative classroom experiences. In contrast, students
in advanced math courses were more likely to have a positive math
identity, though even these students sometimes doubted their abilities.
- Doubts
about math’s relevance. Many students struggled to see the relevance
of advanced math to their future careers, particularly when their teachers
did not connect the material to real-world applications. This issue
especially affected Black girls, who often misunderstood the level of math
required for their career aspirations.
- Importance
of collaborative learning. Black boys more frequently reported
positive experiences with collaborative learning in math classes, which
suggests that teachers might underutilize these opportunities or that they
are less effective for Black girls.
Can we trust this research?
Not all research measures up equally! Here’s what our We
Are Teachers “Malarkey
Meter” says when it comes to this publication based on four key factors.
- Peer-reviewed? Yes!
This study underwent rigorous scrutiny by experts in the field.
- Sample
size: The study involved 251 high school students from 19 schools in
a large, urban district in the southern United States. While not the
largest sample, it’s substantially larger than many qualitative studies’
samples. They went above and beyond to seek truth in these students’
experiences!
- Trustworthy
sources: Dr. Douglas and her team (Bethany Rittle-Johnson, Adriana Méndez-Fernández, Claudell Haymond Jr., Jamila Brandon, and Kelley Durkin) are well-established in the field of
education, with numerous publications focused on educational equity,
totaling over 16,000 citations. This is also published in the respected
academic journal American Educational Research Journal—it is hard to be
accepted into this journal!
- Methodology: The
study employed qualitative methods—translating students’ words as data
points—using focus groups to gather in-depth perspectives from students.
This approach effectively explores the nuanced experiences and perceptions
of marginalized students. Plus, their large team ensures many rounds of
validity checks when gathering the themes. While some economist
researchers might not prefer qualitative methods for studies, they are
incredibly valuable for helping improve education.
What can teachers take away from this research?
The research team provided these insights for teachers
when we reached out to them:
- Strengthen
math pedagogical knowledge. Ensure that your teaching methods are
effective and accessible to all students. The research team emphasized,
“Our research shows the value of asking questions and listening to
students, as they offer many insights.”
- Foster
a positive math identity. Recognize and celebrate students’ math
efforts while fostering a growth mindset and providing individualized
support to build their confidence. The study reveals that “students were
generally committed to their learning and vocal about their needs, but
teachers often ignored or silenced them. This was particularly true for
Black girls who face unique, added barriers in their math classes.”
- Connect
math to real-life applications. Make math relevant by connecting
lessons to students’ future careers and everyday lives. Help students
understand how math can be a powerful tool in achieving their goals. The
research team emphasized the importance of listening to students who are
not typically vocal or centered in math classrooms.
- Promote
collaborative learning. Create more opportunities for students to
work together on math problems. The researchers noted, “Eliciting,
listening to, and addressing all students’ concerns and suggestions is a
useful and practical way for teachers to gather feedback and work toward
improving the effectiveness of their instruction and learning
environment.”
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