AN INVESTIGATION OF AFRICAN-AMERICAN STUDENTS MATHEMATICAL PROBLEM-SOLVING

In this study we examined the problem-solving characteristics, strateg y selection and use, and verification actions of 24 African American 8 th-grade students. Students participated in individual, talk-aloud pro blem-solving sessions and were interviewed about their problem solutio ns and attitudes about learning mathematics. Students displayed approa ches attributed to African American learners in the literature, regula rly using holistic rather than analytic reasoning; their display of co nfidence and high self-esteem did not appear to be related to success. Students' problem-solving actions matched previously reported charact eristics of good mathematical problem solvers: successful use of strat egies, flexibility in approach, use of verification actions, and abili ty to deal with irrelevant detail. Success was highly correlated with strategy selection and use and moderately correlated with verification actions.