Making cultural assets count : community approaches to problem solving in Yucatec Maya math classrooms
Abstract/Contents
- Abstract
- In Yucatec Maya middle schools in the Yucatán, math scores are low and drop out rates are high. Although addressing larger social and economic causes may ameliorate these issues, improving math instruction is a more feasible approach. These three dissertation papers draw from a six-month ethnographic, mixed-methods study that explores community approaches to problem solving in a Yucatec Maya village in the Yucatán. Also, they explore to what extent middle school math instruction capitalizes upon these cultural assets. Findings demonstrate two previously undocumented community approaches to problem solving, autonomy and improvisational expertise, and explore missed opportunities for local teachers to capitalize upon these cultural resources in the math classroom. In addition, the third paper discusses specific recommendations for including more insider perspectives when doing outsider research.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2016 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Darling, Felicia Ann |
|---|---|
| Associated with | Stanford University, Graduate School of Education. |
| Primary advisor | Boaler, Jo, 1964- |
| Thesis advisor | Boaler, Jo, 1964- |
| Thesis advisor | Goldman, Shelley V |
| Thesis advisor | Langer-Osuna, Jennifer |
| Advisor | Goldman, Shelley V |
| Advisor | Langer-Osuna, Jennifer |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Felicia Ann Darling. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2016. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2016 by Felicia Ann Darling
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