Date of Award:

8-2020

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Mathematics and Statistics

Committee Chair(s)

Brynja Kohler

Committee

Brynja Kohler

Committee

David Brown

Committee

James S. Cangelosi

Committee

Zhaohu Nie

Committee

Jessica F. Shumway

Abstract

Today’s math teachers face significant social and political challenges for which they receive little preparation. Mathematics content courses can potentially provide additional preparation in this regard by providing future teachers with experiences to mathematically explore social justice issues. This provides them with opportunities to increase their awareness and sensitivity to social justice issues, develop greater empathy for their future students, and serve as examples for high quality instruction that they can emulate in their future careers. This dissertation recounts the development and revision of three social justice mathematical modeling projects, and shares evidence from student work samples of the ways in which the experience impacted students’ lives. The implications of this work for teacher preparation and modeling education are discussed.

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78774379558aeeebb0ad61e158ab5b62

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