Truth-vetting & mathematics : sense-making practices in an inequitable world
Abstract/Contents
- Abstract
- Increasing students' performance in school-based mathematics is a constant focus that is fueled by differences in students' performance outcomes. Research that examines students' experiences with learning mathematics has shown that students take on different ways of knowing that either align or are at odds with the type of classroom instruction they receive. The research has shown that these preferences tend to fall along gendered lines. This study uses student interview data to argue that knower types (ways of knowing) fall more generally along social identity lines, and that this phenomenon is influenced by the interaction of identity and social construction. The framework and findings of this project also provide a new lens for understanding and interrogating "gaps" in students' math performance and differences in math trajectories.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2023; ©2023 |
| Publication date | 2023; 2023 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Stepter, China Mae |
|---|---|
| Degree supervisor | Valdes, Guadalupe |
| Thesis advisor | Valdes, Guadalupe |
| Thesis advisor | Boaler, Jo |
| Thesis advisor | Langer-Osuna, Jennifer |
| Degree committee member | Boaler, Jo |
| Degree committee member | Langer-Osuna, Jennifer |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | China Mae Stepter. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2023. |
| Location | https://purl.stanford.edu/sr300hw4259 |
Access conditions
- Copyright
- © 2023 by China Mae Stepter
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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