This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving…

This chapter describes how Black, Hispanic, and White students responded to the use of African American stories in their mathematics classes. After working problems related to the story, all students rated their feelings about the story and how the story helped them think about mathematics. Results from student data and observations in class…