An Archaeological/Genealogical Historical Analysis of The National Council of Teachers of Mathematics' Standards Documents

Autor/in	Bullock, Erika Catherine
Titel	An Archaeological/Genealogical Historical Analysis of The National Council of Teachers of Mathematics' Standards Documents
Quelle	(2013), (270 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Georgia State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-2634-2
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Education; Educational History; Academic Standards; Archaeology; Genealogy; Mathematics Teachers; Curriculum Evaluation; Academic Discourse; Interviews; Teacher Attitudes; Negative Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematische Bildung; History of education; Bildungsgeschichte; Archäologie; Ahnenforschung; Genealogie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Discourse; Diskurs; Interviewing; Interviewtechnik; Lehrerverhalten; Negative Fixierung
Abstract	Since the mid-20th century in the United States, there have been several reform movements within mathematics education; each movement has been subject to its own unique socio-cultural and -political forces. The National Council of Teachers of Mathematics' (NCTM) Standards documents--"Curriculum and Evaluation Standards for School Mathematics" (1989), "Professional Standards for Teaching Mathematics" (1991), "Assessment Standards for School Mathematics" (1995), and "Principles and Standards for School Mathematics" (2000)--not only represent the most recent of these reform movements but also the most enduring. Collectively, these documents have formed a discourse (cf. Foucault, 1969/1972)--"Standards"-based mathematics education--that has guided mathematics education through the 1990s and beyond. This study uses Foucaultian archaeological and genealogical methods (cf. Foucault, 1969/1972, 1975/1995) to explore "Standards"-based mathematics education as a "discursive formation" (Foucault, 1969/1972) and the complex power relations (cf. Foucault, 1976/1990) that made it possible for the formation to become The discourse of school mathematics, making others impossible. Data for the exploration includes the "Standards" documents, earlier histories of the NCTM Standards moment, scholarly and policy literature surrounding the NCTM documents, and oral history interviews with several of the writers of the NCTM documents. The study presents a historical narrative of mathematics education in the 20th century that both contextualizes "Standards"-based mathematics education and problematizes NCTM's efforts; a key focus is the strategy that NCTM deployed to maintain the viability of "Standards"-based mathematics education as a discourse. Foucault's (1984) "author function" is used to address the ways that the writers, externalities, and NCTM as an organization "authored" the "Standards" documents. The study concludes arguing that perpetuating the discursive formation of "Standards"-based mathematics education is neither good nor bad but only dangerous; therefore, it requires mathematics educators to maintain a sense of pessimistic activism related to present and future reform efforts (cf. Foucault, 1983/1997). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01