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It highlights Paula Duckett’s hands-on, concept-building approach and the case for replacing defeatist messaging with confidence and attainable skills. The narrative explains why early algebra access matters, reviews bleak national statistics, and details successful models such as the Algebra Project’s step-by-step, cooperative, real-life learning that supports measurable gains in middle-school outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/math-education-multiplying-the-meager-numbers-multiply-success-in-minority-math/267831/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/math-education-multiplying-the-meager-numbers-multiply-success-in-minority-math/267831.png","ImageObject",300,407,{"name":92,"@type":93},"Lute","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the document emphasize math attitudes and language?","Question",{"text":112,"@type":113},"It argues that confidence and expectations shape students’ willingness to learn. The text contrasts unacceptable “I can’t read” messaging with the more acceptable “I can’t do math,” positioning growth as achievable.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the document identify in algebra preparation for minority students?",{"text":117,"@type":113},"Underrepresented minorities often take algebra later than needed for college prep, commonly in 10th or 11th grade. This delays access to the science track and contributes to long-term gaps.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching approach does the Algebra Project use?",{"text":121,"@type":113},"The program uses a step-by-step approach grounded in concrete, real-life experiences and builds abstractions from those experiences. It also emphasizes cooperative learning where teachers coach and students work in teams.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},267831,1790973796,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},137454149569,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Model programshave found ways tounplug the pipeline,from kindergartenthrough gradschool.  \n\"No one wouldever say,'I can'tread.'That's unac-ceptable.But it'sokay to say,'I can'tdo math.'”  \n-Paula Duckett  \nCommunity School in Washington,D.C.Duckett,who won a 1990 presidential award for science andmath teaching,says image is key.\"'Math is for nerds'must be replaced with 'Math is for everyone,'\"shesays.\"No one would ever say,I can't read.'That'sunacceptable.But it's okay to say,'I can't do math.'”  \nMath Education:Multiplying theMeager Numbers  \nTo show that minorities can do math,Ducketthighlights black mathematicians such as BenjaminBanneker,who helped design Washington,D.C.According to Duckett,\"Iess is more\"is another partof the successful equation.It's more important forstudents to understand that 6 times 7 means addingtogether six groups of seven than to memorize timestables.Duckett also uses concrete examples withsquares and bowling pins to introduce abstract con-cepts.Thehands-onexercises let students,frequentlyworking in groups,experience the thrill of discoveryOften \"I'm in the back of the classroom and they'reup front,\"she says.“And it works!”  \n\"Math is a disaster.”That's how Bernard Ortiz deMontellano,long-time activist in minority educa-tion and anthropologist at Wayne State Universitysums up the situation for minorities in that ancientand lofty discipline.And experts like Montellanocan trot out some gloomy numbers to prove thepoint:Underrepresented minorities fall behind whitesin math skills as early as fourth grade;by high school,only 20%of blacks and Hispanics take geometry,compared to 40%of whites.By graduate school,aschool like Rice University can get recognized forproducing the most minority Ph.D.s.in the coun-try—by graduating fewer than two per year.  \nYet to do this,elementary teachers must them-selves feelcomfortable with the underlying conceptsof math.Duckett,who admits to having had“mathanxiety\"like many of her colleagues,took 2 years ofextra training in math education at George Wash-ington University and is now a math specialist:In-stead of teaching every subject,as is the rule in mostelementary schools,she teaches only math.  \nBut wait.There's a bit of good news,too:Fromkindergarten to grad school,a number of programshave had dramatic successes—or at least show greatpromise—in yielding sets of students who rise farabove average in mathematical achievement.Even  \nAcing algebra.But imaginative grade schoolteachers can only increase the velocity of the chil-dren entering the pipeline.The first of the big leaksbegins in middle school,when students need to takealgebra to get on the science track in high schoolNearly 75%of minority students eventually takealgebra,says Castello Brownofthe National ScienceFoundation,but they often take it in 10th or 11thgrade—way too late for college prep.  \nHollywood stumbled over one:  \nteacherJaime Escalante,whose cal-culus class of poor Latino kids inLos Angeles was the basis for themovie Stand and Deliver.What thefilm didn't show is that for everyEscalante,there aredozens ofothercases where teachers and studentshave defied the odds.These localsuccess stories are still too few ortoo new to brighten the nationalnumbers,but they show that at ev-ery educational level,minoritiescan excel in math.  \nEnter civil rights activist Bob Moses.In 1982,newly awarded MacArthur “genius grant”in hand,Moses was dismayed by thefact that his daughter andother black children were not getting algebra inmiddle school.So he began the Algebra Project inCambridge,Massachusetts.Adopted by 12 districtsacross the country,the program now covers gradessix to eight and emphasizes a step-by-step approach.  \nAnd that's important for tworeasons:to swell the numbers ofminorities in mathematical profes-sions and because math is the gate-  \n“We begin with the concrete,real-life experi-ences of kids and build the abstractions of math outof that,\"says project administrator Cynthia SilvaParker.A sixth-grade less","cbCailpKjFCdpBBb","https://ap.wps.com/l/cbCailpKjFCdpBBb","pdf",808692,"English","# Math Education: Multiplying the Meager Numbers\n## Replacing defeatist math attitudes\n## Why minorities fall behind and the role of algebra access\n## Successful models and shared program themes\n## Classroom and school results from the Algebra Project","[{\"question\":\"Why does the document emphasize math attitudes and language?\",\"answer\":\"It argues that confidence and expectations shape students’ willingness to learn. The text contrasts unacceptable “I can’t read” messaging with the more acceptable “I can’t do math,” positioning growth as achievable.\"},{\"question\":\"What problem does the document identify in algebra preparation for minority students?\",\"answer\":\"Underrepresented minorities often take algebra later than needed for college prep, commonly in 10th or 11th grade. This delays access to the science track and contributes to long-term gaps.\"},{\"question\":\"What teaching approach does the Algebra Project use?\",\"answer\":\"The program uses a step-by-step approach grounded in concrete, real-life experiences and builds abstractions from those experiences. It also emphasizes cooperative learning where teachers coach and students work in teams.\"}]","Math Education - Multiplying the Meager Numbers - Multiply success in minority math | PDF",1789425621]