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.
Checksum
78774379558aeeebb0ad61e158ab5b62
Recommended Citation
Seegmiller, Patrick L., "Social Justice Mathematical Modeling for Teacher Preparation" (2020). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 7894.
https://digitalcommons.usu.edu/etd/7894
Included in
Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .