Harnessing and Channeling African American Children’s Energy in the Mathematics Classroom

Abstract

This study investigated African American students to determine effective ways to channel their energy in the mathematics classroom. Two African American male students participated in this qualitative inquiry that allowed them to speak for themselves about the characteristics of teachers and instructional practices that can contribute, in general, to students’ and, in particular, to African American students’success in the mathematics classroom. The voices of these two African American mathematics students will also offer some suggestions to teachers for channeling the energy of students in general and African American males in particular