A Critical Examination of Diverse Students' Funds of Knowledge Inclusion in High School Mathematics: A Mixed Methods Study

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Autor/in	McNeil, Celethia Keith
Titel	A Critical Examination of Diverse Students' Funds of Knowledge Inclusion in High School Mathematics: A Mixed Methods Study
Quelle	(2015), (315 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3397-5987-6
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Mathematics; Mixed Methods Research; High School Students; Mathematics Teachers; Qualitative Research; Statistical Analysis; Master Teachers; Teaching Experience; Preservice Teachers; Inservice Teacher Education; Culturally Relevant Education; Mathematics Instruction; Critical Theory; Race; Interviews; Student Surveys; Student Diversity; Secondary School Teachers; Diversity (Faculty) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Statistische Analyse; Lehrerfortbildung; Mathematics lessons; Mathematikunterricht; Kritische Theorie; Rasse; Abstammung; Interviewing; Interviewtechnik; Schülerbefragung
Abstract	This study characterizes teaching practices that involve students' funds of knowledge ([FoK], Gonzalez, 1995; Moll, 1992; Moll, Amanti, Neff, & Gonzalez, 1992). FoK may be defined as bodies of knowledge, skills, language, and experiences found in students' homes and communities for potential use in formal learning. I investigated how high school students' FoK are being incorporated into mathematics instruction. Instruction includes interactions and communication between teachers and students for students' understanding. Further, I determined if teachers' race and experience have any significance in FoK incorporation. In this embedded mixed methods study, I identified teacher behaviors and classroom materials that focused instructional attention on language, culture, and social justice issues using a culturally responsive mathematics teaching (CRMT) framework and tool developed to evaluate mathematics instruction (Aguirre & Zavala, 2013). The study participants were four high school mathematics teachers and the students in one of their most diverse Common Core mathematics sections. There were two Black and two White teachers, one experience level per race: two novices (0-4 years), and two masters (20 or more). I categorized observed teacher behaviors from the video data (Powell, Francisco, & Maher, 2003) and artifacts from each observation day as they related to the following dimensions: (a) academic language support for English learners (ELs), (b) use of English as a second language (ESL) scaffolding strategies, (c) funds of knowledge/culture/community support, and (d) use of critical knowledge/social justice (Aguirre & Zavala, 2013). Critical events found in the study were aggregated on attributes such as teacher participants' experience, race, and classroom demographics. Quantifiable items from various data sources were statistically analyzed. Responses from teacher interviews were compared to student survey responses and actual observations. I qualitatively described actions within the observed classrooms. Upon gathering all data, I merged findings from both qualitative and quantitative analysis to interpret results and draw conclusions. Through observation and student data, I found that novice teachers in the study made more connections between the interests of their non-White students and their instruction than the master teachers. Teachers incorporated students' funds of knowledge in the following ways: (a) contextual problems, (b) dialogue, and (c) discovery. All teachers felt that their experience played a role in how they taught, however the master teachers discussed their teaching experience more than the novices. The themes that emerged concerning experience playing a role with incorporating students' funds of knowledge are: (a) non-teaching experience, (b) teaching experience, and (c) teacher education. Lastly, only the Black novice in the study felt that his race played a role in how he taught his class. The themes that arose from the study concerning race were: (a) Personal Experiences with Race and Racism, (b) the Role of Race in Teaching and Learning, and (c) Addressing Race in the Classroom. [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