Formative Learning Experiences of Urban Mathematics Teachers’ and Their Role in Classroom Care Practices and Student Belonging

Keyphrases

• Black Adolescents 50%
• Classroom Observation 25%
• Concentrated Poverty 25%
• Critical Consciousness 25%
• Emotional Support 25%
• Empathetic Care 25%
• Ethics 25%
• Exploratory Sequential Mixed Method 25%
• Formative Experiences 100%
• Formative Learning 100%
• Health Practices 100%
• Instructional Support 25%
• Integration Method 25%
• Latinx Youth 50%
• Learning Experience 100%
• Levels of Inquiry 25%
• Mathematical Experiences 25%
• Mathematical Identity 25%
• Mathematics Assessment 25%
• Mathematics Students 25%
• Mathematics Teachers 100%
• Mixed-methods Study 25%
• Patterns of Care 50%
• Personal Initiative 25%
• Preteaching 25%
• Sense of Belonging 50%
• Structured Interview 25%
• Student Belonging 100%
• Student Learning 25%
• Student Motivation 25%
• Students of Color 25%
• Support Technique 25%
• Teacher Perceptions 25%
• Three-level 25%
• Triangulation 25%
• Underserved Students 25%
• Urban School Districts 25%

Social Sciences

• Consciousness 50%
• Ethics 50%
• Latin American identity 100%
• Learning Experiences 100%
• Organization and Methods 50%
• People of Color 50%
• Semi-Structured Interview 50%
• Student Learning 50%
• Student Motivation 50%
• Teacher Perceptions 50%

Psychology

• Consciousness 100%
• Ethics 100%
• Mixed Methods 100%
• Semistructured Interview 100%