Cultural and critical mathematics instruction predicts membership in the Moderately Attained profile (significant at T2) and shows non-significant positive association with the Resistor profile¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? At T2, cultural and critical mathematics instruction significantly predicted membership in the Moderately Attained profile versus the Devalued/Ambivalent profile; the CCMI–Resistor association was positive but did not reach significance. → Melody Wilson & Jamaal Sharif Matthews 2024
Evidence¶
Melody Wilson & Jamaal Sharif Matthews 2024¶
Melody Wilson & Jamaal Sharif Matthews. (2024). Black adolescents' motivation to resist the false dichotomy between mathematics achievement and racial identity. npj Science of Learning. https://doi.org/10.1038/s41539-024-00219-9
q2 · i? · associational · r2
Multinomial logistic regression (R3STEP in Mplus) of auxiliary covariates on profile membership at two time points; at T2 "CCMI reached full signi ficance ( p < 0.05)" as a predictor of the Moderately Attained profile. At T1 the association was marginally significant, and the Resistor-profile association did not reach significance.
"At T2, CCMI reached full signi ficance ( p < 0.05) as a predictor of the Moderately Attained pro fil e ,w i t ha no d d sr a t i oo f over 2.5."
Discussion¶
Learner Variables¶
- Identity — outcome: instruction changes it
Related Claims¶
- Higher negative math emotions are associated with lower odds of membership in the positively oriented profiles — related
- Being female is associated with higher odds of membership in the positively oriented profiles — related
- Three distinct racial-mathematical identity profiles emerge among Black adolescents and are robust across two time points one year apart — related
- Magnet schools show significantly lower cultural and critical mathematics instruction and higher racial stereotyping than neighborhood schools — related
- Student perceptions of school racial stereotyping are not directly associated with racial-mathematical profile membership — related
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