Mathematics Standards, Cultural Styles, and Learning Preferences: The Plight and the Promise of African American Students

E vidence of disparities in mathematics achievement co tinues to show up in students' assess e t scores, course enrollment patterns, and allocation of resources in American schools. When examining the achievement disparities and the achievement levels of African American students, as well as other ethnic groups, researchers are becoming increasingly dismayed. In this article, I posit that African American students receive mathematics instruction that is not consistent with mathematics education reform; furthermore, the mathematics instruction that many African American students receive is in opposition to their cultural styles and learning preferences. I will summarize the National Assessment of Educational

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