On the Education of Black Children in Mathematics

A negative relationship apparently exists between Black children and the mathematics education process. Because Black students rarely participate in higher mathematics learning, an examination of the ways in which the cognitive and affective styles of Blacks are related to the type of mathematics instruction provided in elementary and secondary schools is clearly necessary. This article will analyze the education of Black children in mathematics, and related considerations that focus on the performance of Blacks in the mathematics classroom. One of the most segregated places in American society is the mathematics classroom. Remedial math classrooms contain disproportionate numbers of Black students, while algebra, geometry, and advanced math classes mainly serve White students (Johnson, 1984; Jones et al., 1984; Matthews et al., 1984; NAEP, 1979; Peng et al., 1981; Stiff, 1985). Blacks have less access to advanced study in mathematics than before the mid-1960s. Most Black students cannot take advantage of career opportunities in science and the technologies because they lack knowledge and skills in higher