Southeastern Regional Robert Noyce Conference 2024

During the opening months of 2020, the United States government initiated a disjointed, state-by-state series of social and economic mitigation measures in response to the quickening spread of the COVID-19 coronavirus (hereafter pandemic).  This study, which is part of a broader study, aimed to document and critically analyze the mathematics socialization of three black fathers to their children during the distance learning portion of the COVID-19 pandemic.  Based on related literature, we characterize mathematics socialization conceptually as the interaction of roles, practices, behaviors, and perspectives (see Saleem, Howard, Schmidt-Temple, Langley, & Howard, 2024).  Participants engaged in 2 one-hour interviews and one focus group consisting of all participants of the larger study.  From the data analysis, two large themes emerged.  One theme consisted of the cross-generational gap of beliefs towards mathematics homework.  The second theme compares and contrasts the mathematical experiences and interactions that these fathers have between public and charter schools.