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Exploring Student Voice in a High School Mathematics Classroom - Empowering Strategies for Marginalized Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring Student Voice in a High School Mathematics Classroom - Empowering Strategies for Marginalized Students./
作者:	Restani, Rachel Marie.
面頁冊數:	1 online resource (152 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355969665

Exploring Student Voice in a High School Mathematics Classroom - Empowering Strategies for Marginalized Students.
Restani, Rachel Marie.

Exploring Student Voice in a High School Mathematics Classroom - Empowering Strategies for Marginalized Students. - 1 online resource (152 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--University of California, Davis, 2018.

Includes bibliographical references

This dissertation documents my efforts to teach mathematics to non-dominant high school students by facilitating discussion of problem solving strategies that they devised themselves, an approach to instruction that I labeled, "voice and choice." I launched on this effort because I believe every student deserves opportunities to contribute to the learning community and to discover problem-solving techniques, especially students of nondominant SES and racial/ethnic backgrounds who often have fewer opportunities to engage in class discussions (Forman, 1996) or problem-based-learning activities (Lubienski, 2000). Not only are these worthwhile practices for students to engage in mathematically, they are also skills that the Common Core State Standards (CCSS) (2010) expects of all students. Interactive activities can strengthen students' fluency of the subject matter (Moschkovich, 1999), while discussion enables people that are often left out of traditional mathematics conversations to participate (Varelas, Martin, & Kane, 2013). I taught two Integrated Math 1 classes in an economically and racially diverse community and engaged in teacher research to examine my work. The main questions that guided this research were: What are the successes and challenges a teacher encounters when attempting to implement empowering voice practices? In what ways, if at all, do students take up opportunities to use their voice in a student-centered mathematics classroom? I found that students complied with or resisted the social and sociomathematical norms I was trying to establish (Yackel & Cobb, 1996) in a variety of ways. In this dissertation I first describe the quality of our whole class discussions as well as areas where the rigor or number of participants could be extended. I then portray the successes and challenges involved in facilitating effective whole class discussions by illustrating three case studies of individual students. The focus students each developed social and sociomathematical skills that were unique to their personal trajectories. The various ways participants chose to interact with each other influenced how learners engaged in the whole class discussions. Teachers and teacher educators alike can use these findings as evidence of the successes and challenges involved in facilitating whole class discussions. Future research can expand upon the attempts I made to ensure that all students have opportunities to express their ideas in a way that is productive for everyone's mathematical learning experience.

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

Mode of access: World Wide Web

ISBN: 9780355969665Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring Student Voice in a High School Mathematics Classroom - Empowering Strategies for Marginalized Students.
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520 $a This dissertation documents my efforts to teach mathematics to non-dominant high school students by facilitating discussion of problem solving strategies that they devised themselves, an approach to instruction that I labeled, "voice and choice." I launched on this effort because I believe every student deserves opportunities to contribute to the learning community and to discover problem-solving techniques, especially students of nondominant SES and racial/ethnic backgrounds who often have fewer opportunities to engage in class discussions (Forman, 1996) or problem-based-learning activities (Lubienski, 2000). Not only are these worthwhile practices for students to engage in mathematically, they are also skills that the Common Core State Standards (CCSS) (2010) expects of all students. Interactive activities can strengthen students' fluency of the subject matter (Moschkovich, 1999), while discussion enables people that are often left out of traditional mathematics conversations to participate (Varelas, Martin, & Kane, 2013). I taught two Integrated Math 1 classes in an economically and racially diverse community and engaged in teacher research to examine my work. The main questions that guided this research were: What are the successes and challenges a teacher encounters when attempting to implement empowering voice practices? In what ways, if at all, do students take up opportunities to use their voice in a student-centered mathematics classroom? I found that students complied with or resisted the social and sociomathematical norms I was trying to establish (Yackel & Cobb, 1996) in a variety of ways. In this dissertation I first describe the quality of our whole class discussions as well as areas where the rigor or number of participants could be extended. I then portray the successes and challenges involved in facilitating effective whole class discussions by illustrating three case studies of individual students. The focus students each developed social and sociomathematical skills that were unique to their personal trajectories. The various ways participants chose to interact with each other influenced how learners engaged in the whole class discussions. Teachers and teacher educators alike can use these findings as evidence of the successes and challenges involved in facilitating whole class discussions. Future research can expand upon the attempts I made to ensure that all students have opportunities to express their ideas in a way that is productive for everyone's mathematical learning experience.
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