| African American high school students experience disparities in mathematics understanding as evidenced by standardized test results, registrations in advanced mathematics courses, identification of college majors that require a theoretical background in mathematics, and participation in careers that depend on knowledge of mathematics. This qualitative study asked high school mathematics teachers to identify effective teaching practices from instructional moments with African American students. The Critical Incident Technique research design used semi-structured interviews for eighteen teachers to construct, describe, and interpret their behaviors when instituting effective practices. Data analysis produced two themes: relationships and instructional strategies. Teachers also identified life, employment, and academic experiences as influential in the development of effective practices with African American students. |
