Math teaching that counts: Successful teachers of urban, African American middle school students

In a decade of policies pressing for higher mathematical standards in schools that remain separate and unequal, progress has been made in raising the level of course taking and achievement of all racial groups. But at the same time, little has been done to reduce the gaps among them. It is well known that minority students consistently score lower than Whites on standardized mathematics assessments. African American children cannot afford to continue lagging behind their counterparts in mathematics because those who understand and can do mathematics are afforded enhanced opportunities and options for shaping their futures.; This research investigated the beliefs and everyday classroom practices of four African American urban middle-school mathematics teachers, (at nonselective public schools), those considered especially effective by their colleagues.; Voice has been given to successful African American mathematics teachers of African American students to find solutions to close the mathematics achievement gap. A qualitative, ethnographic, culturally sensitive research methodology was used to understand the teachers' experiences and pedagogies as they relate to their students and educational policies.; The findings indicate that it is through the notion of culturally sensitive pedagogy that we have the best opportunity for changing the mathematics achievement levels of African American students. A reform that would improve the achievement of students of color would be one that assured them access to high quality teaching within the context of culturally relevant and challenging curriculum supported by personalized schools and classes. Unique African American culture must become an essential part of their mathematics curriculum if mathematical achievement is to be maximized.