Files in this item

FilesDescriptionFormat

application/pdf

application/pdfGregson_Susan.pdf (3MB)
(no description provided)PDF

Description

Title:The equity practice of secondary mathematics teachers in a school committed to college preparation, community, connection, and social justice
Author(s):Gregson, Susan
Director of Research:Gutierrez, Rochelle
Doctoral Committee Chair(s):Gutierrez, Rochelle
Doctoral Committee Member(s):Lubienski, Sarah T.; Crockett, Michele D.; Mayo, Cris S.
Department / Program:Curriculum and Instruction
Discipline:Secondary & Continuing Educ
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Secondary Mathematics
Social Justice
Equity
Teacher Practice
Abstract:This case study investigates the equity practice of secondary mathematics teachers in an urban secondary school specifically structured to support students becoming critical citizens; able to analyze the world; and empowered to act, individually and collectively, for the good of their communities and the larger society. The study is framed by two central research questions: (a) What are the tensions and dilemmas mathematics teachers face as they work toward equitable mathematics practice within a community that views the goals of public education as transformative? and (b) How do mathematics teachers negotiate these tensions and dilemmas? In addressing these questions, both the history within which this school community came into existence, and its current nature are discussed. Information is provided about mathematics curriculum, instruction, assessment, social relations, and the ways students’ lived experiences are taken up in teachers’ practice. The study identifies four categories of tensions that cut across its cases and the literature. These include: (1) Tensions of identity. (2) Tensions between teaching dominant and social justice mathematics. (3) Tensions between the individual and the social. (4) Tensions related to mathematics as a tool for social justice. Description of how teachers negotiated these tensions is provided.
Issue Date:2012-09-18
URI:http://hdl.handle.net/2142/34401
Rights Information:Copyright 2012 Susan Gregson
Date Available in IDEALS:2012-09-18
Date Deposited:2012-08


This item appears in the following Collection(s)

Item Statistics