Race and Equity in the Mathematics Classroom: Teacher Learning via Artifacts

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Autor/in	Ho, Kristine Michelle
Titel	Race and Equity in the Mathematics Classroom: Teacher Learning via Artifacts
Quelle	(2009), (184 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-0439-1
Schlagwörter	Hochschulschrift; Dissertation; Video Technology; Social Justice; Research Design; Mathematics Education; Teacher Response; Conflict; Educational Change; Autobiographies; Mathematics Teachers; Race; Ethnicity; Equal Education; Qualitative Research; Mathematics Instruction; Teaching Methods; Critical Theory; Racial Bias; Minority Group Students; Professional Development; Writing (Composition); Personal Narratives; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Soziale Gerechtigkeit; Forschungsdesign; Mathematische Bildung; Lehrerkommentar; Konflikt; Bildungsreform; Autobiography; Autobiografie; Autobiographie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Rasse; Abstammung; Ethnizität; Qualitative Forschung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Racial discrimination; Rassismus; Schreibübung; Erlebniserzählung; Unterrichtserfolg
Abstract	The field of education has recently recognized the importance of investigating how issues of race impact equity in mathematics education. Historically there has been great emphasis on researching how to support teachers in their practice. Specifically examining the intersection of all these components is a growing focus of a cadre of researchers. There remains, however, a great deal to learn and study. This study utilizes qualitative methods to observe and analyze how teachers engage with specific artifacts in order to address issues of race, equity, and the teaching of mathematics. The objective of this study is to offer insight on teacher growth in response to engagement with artifacts. The theoretical framework that grounds this study includes Lave and Wenger's (1991) framework and a Situative Perspective of teacher learning (Pressini, 2004) that details how communities of learners interact with artifacts as a tool for learning. In addition, Critical Race Theory (Ladson-Billings, 1995) position how racism impacts learning experiences of students of color. This was an experimental design study that was an iterative approach in creating opportunities for math teachers in a professional development to analyze and reflect on their perceptions and practice. More specifically, the study was centered on investigating whether these artifacts effectively created opportunities for teachers in the professional development to reflect and discuss the complexities within the intersection of race, equity, and mathematics. Artifacts utilized in this professional development included writing personal Autobiographies, watching video, reading articles, and using student work to investigate understanding. Findings showed that as the professional development progressed, teachers responded to artifacts in a variety of ways. The work of Delgado and Stefancic (1992) provided a framework of narratives that guided the perceptions of these teachers and influenced their ability to interact with the artifacts. Teachers exhibited conflict in their ideas about students and were in conflict as a result of competing narratives, in particular, the "meta" or as Delgado and Stefancic refer to the dominant narrative and the opposing newer narratives about social justice. These teachers held a meta-narrative that was guided by racist and deficit notions and the new less dominant narrative they were trying to adopt was informed by more progressive, "socially just" ideas. The remaining teachers did not have conflicting narratives influencing their ability to engage with artifacts, and showed signs of growth in detailing and analyzing effective practices for their students of color. Looking at how teachers engaged with artifacts as a whole coupled with an analysis of teacher interaction created a richer perspective on the effectiveness of various artifacts. Documenting how teachers progressed during the course of the professional development, created opportunities to investigate how artifacts played out in this community of teachers. During the course of the professional development, growth and movement of teachers argued for a continuum of learning that resulted in divergent outcomes of teacher response. A range of processes and content emerged as teachers engaged with artifacts that helped to expose the affordances and limitations for each artifact. In summary, these findings argued that particular artifacts do not meet the needs of all teachers in encouraging teacher growth, and that the members of the group are also important in creating spaces for growth. Finally, it is my hope that the methods of research and the resulting findings further the progress of the education field in addressing issues of the intersection of race, equity, and mathematics teaching. [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	2017/4/10