Black English Hinders Success in Science and Mathematics Among Black Learners

Critique Paper
Student’s Name
Department, University
Course Code: Course Name
Professor’s Name
Due Date
Critique Paper
Mathematics studying cannot exist outside the implements given by language, which is integral to how mathematics discourse is fostered in the classroom and how mathematics identities are advanced among learners. Thus, in line with this, Baugh (1988) asserts that language, mainly black English, hinders success in science and mathematics amongst black learners. The author further argues that using prepositions in black English is not similar to standard English, preventing speakers from envisaging multiplication or division (Baugh, 1988). Thus, she proposes working with non-standard asymmetrical numbers. She likewise proposes integrating exercises that encourage visualizing when working with symbols. Hence using symbols enable learners to draw pictures to assist them in resolving problems that mainly deal with fractions. The visual exhibition allows learners to watch the numerical relations. Thus, such an approach would be resourceful to all learners who analyze fractions, not only those speaking black English, since pictures offer a precise basis to demonstrate partitive relationships.
On the contrary, Jones (1990) disagrees with Orr’s (1997) claims by demonstrating that her linguistic interference study is centered on a restricted student sample attending one high school. Still, she oversimplifies her conclusions as though they apply to black learners countrywide. In addition, Jones (1990) notes that reading comprehension is vital for word challenges, but there are other ways to train learners to interpret or resolve science and mathematics problems. Orr (1997) concentrates mainly on the written and spoken word, disregarding other critical means for knowledge transfer and illustrating perceptions. The impacts of incorrect language use might be counteracted by using correct pictures or manipulative materials; however, Orr does not state these likelihoods.
In addition, Bullock (2019) counters Orr’s assertion through the critical race counter-narrative of mathematics education reform that has framed black learners as a problem in the subject’s education that should be resolved. Furthermore, John (1990) claims that mathematics and science concepts can be shared and described with several techniques such as pictures, symbols, written or spoken words, or a blend of these. Thus, when a learner does not comprehend a mathematical framework, the educator’s usage of one of these communication tools appeals as the initial scapegoat. In addition, learners have various lea...