Browsing by Author "Davis, Julius"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Hip-Hop and Mathematics: A Critical Review of Schooling Hip-Hop: Expanding Hip-Hop Based Education Across the Curriculum
    (2014-07) Davis, Julius; Bannister, Vanessa R.; Mutegi, Jomo W.
    Early HHBE [Hip-Hop Based Education] practices have taken place most often in language arts and English education classrooms because of rap music’s clear and intuitive connections to the written, spoken, and poetic word. However, researchers and practitioners must forge meaningful connections to other disciplines, including those (like math and science) that are alleged to be culturally neutral. (Hill & Petchauer, 2013, p. 3)
  • Thumbnail Image
    Item
    "Returning to the Root" of the Problem: Improving the Social Condition of African Americans through Science and Mathematics Education
    (TRACE, 2017-04-14) Pitts Bannister, Vanessa; Davis, Julius; Mutegi, Jomo; Thompson, LaTasha; Lewis, Deborah; School of Education
    The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus promoting mathematics learning and teaching that aim to improve African communities worldwide.
  • Thumbnail Image
    Item
    “Returning to the Root” of the Problem: Improving the social condition of African Americans through Science and Mathematics Education
    (Catalyst, 2017) Pitts Bannister, Vanessa R.; Davis, Julius; Mutegi, Jomo; Thompson, LaTasha; Lewis, Debra D.; School of Education
    The underachievement and underrepresentation of African Americans in STEM (Science, Technology, Engineering and Mathematics) disciplines have been well documented. Efforts to improve the STEM education of African Americans continue to focus on relationships between teaching and learning and factors such as culture, race, power, class, learning preferences, cultural styles and language. Although this body of literature is deemed valuable, it fails to help STEM teacher educators and teachers critically assess other important factors such as pedagogy and curriculum. In this article, the authors argue that both pedagogy and curriculum should be centered on the social condition of African Americans – thus promoting mathematics learning and teaching that aim to improve African communities worldwide.