國立虎尾科技大學 |

Early Childhood Mathematics Through a Social Justice Lens : = An Autoethnography.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Early Childhood Mathematics Through a Social Justice Lens :/
其他題名:	An Autoethnography.
作者:	Ward, Jennifer.
面頁冊數:	1 online resource (176 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355103403

Early Childhood Mathematics Through a Social Justice Lens : = An Autoethnography.
Ward, Jennifer.

Early Childhood Mathematics Through a Social Justice Lens :An Autoethnography. - 1 online resource (176 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--University of South Florida, 2017.

Includes bibliographical references

The purpose of this autoethnography was to explore the experiences, both successes and challenges, as I worked to teach mathematics using a social justice framework in a summer enrichment camp with four and five-year-old children. Drawing from both critical approaches (Freire, 1968) and sociocultural approaches (Rogoff, 2008), this dissertation outlines critical perspectives within Early Childhood Education, as well as trends in teaching mathematics for social justice to frame the research study. Autoethnography was selected as a methodological approach in this study as I examined my own teaching experiences and journey engaging in teaching mathematics for social justice. Primary data sources include researcher reflective journal entries and videotaped lesson implementation while secondary sources include student work samples and artifacts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355103403Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Early Childhood Mathematics Through a Social Justice Lens : = An Autoethnography.
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Sophia Han.
502 $a Thesis (Ed.D.)--University of South Florida, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this autoethnography was to explore the experiences, both successes and challenges, as I worked to teach mathematics using a social justice framework in a summer enrichment camp with four and five-year-old children. Drawing from both critical approaches (Freire, 1968) and sociocultural approaches (Rogoff, 2008), this dissertation outlines critical perspectives within Early Childhood Education, as well as trends in teaching mathematics for social justice to frame the research study. Autoethnography was selected as a methodological approach in this study as I examined my own teaching experiences and journey engaging in teaching mathematics for social justice. Primary data sources include researcher reflective journal entries and videotaped lesson implementation while secondary sources include student work samples and artifacts.
520 $a From the story associated with my engagement in teaching mathematics for social justice presents insights into my experiences with this work both crafting and teaching lessons. I then offer reflections and question areas of my work related to power and control, perpetuating deficit views, relationship construction and finding a balance between math and social justice within the lessons.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
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710 2 $a University of South Florida. $b Childhood Education & Literacy Studies. $3 1192227
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