Preservice Teachers' Beliefs and Experiences in Learning How to Teach Mathematics for Social Justice

Persistent Link:
http://hdl.handle.net/10150/194141
Title:
Preservice Teachers' Beliefs and Experiences in Learning How to Teach Mathematics for Social Justice
Author:
Muller, David Charles
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to examine preservice teachers' beliefs and experiences in learning about teaching mathematics for social justice during a one-semester mathematics methods course at a large university in the Southwest. The study examined their beliefs on three levels: a) their beliefs about issues of equity, diversity, and social justice in general; b) their beliefs about how issues of equity, diversity, and social justice relate to teaching (i.e., if and how the preservice teachers perceive themselves as critical educators); and c) their beliefs about teaching mathematics for social justice. This study also analyzed the preservice teachers' experiences as they learned about and then discussed lessons and projects that could be used for teaching mathematics for social justice. The purpose of analyzing their experiences was to document what the pre-service teachers identified as positive and negative influences on their learning to teach mathematics for social justice.
Type:
text; Electronic Dissertation
Keywords:
teaching mathematics for social justice; mathematics methods; preservice teachers; social justice
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Teaching & Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Turner, Erin
Committee Chair:
Turner, Erin

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titlePreservice Teachers' Beliefs and Experiences in Learning How to Teach Mathematics for Social Justiceen_US
dc.creatorMuller, David Charlesen_US
dc.contributor.authorMuller, David Charlesen_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to examine preservice teachers' beliefs and experiences in learning about teaching mathematics for social justice during a one-semester mathematics methods course at a large university in the Southwest. The study examined their beliefs on three levels: a) their beliefs about issues of equity, diversity, and social justice in general; b) their beliefs about how issues of equity, diversity, and social justice relate to teaching (i.e., if and how the preservice teachers perceive themselves as critical educators); and c) their beliefs about teaching mathematics for social justice. This study also analyzed the preservice teachers' experiences as they learned about and then discussed lessons and projects that could be used for teaching mathematics for social justice. The purpose of analyzing their experiences was to document what the pre-service teachers identified as positive and negative influences on their learning to teach mathematics for social justice.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectteaching mathematics for social justiceen_US
dc.subjectmathematics methodsen_US
dc.subjectpreservice teachersen_US
dc.subjectsocial justiceen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorTurner, Erinen_US
dc.contributor.chairTurner, Erinen_US
dc.contributor.committeememberDoyle, Walteren_US
dc.contributor.committeememberVinson, Kevinen_US
dc.identifier.proquest2885en_US
dc.identifier.oclc659749538en_US
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