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Author ORCID Identifier
https://orcid.org/0000-0002-0935-0985
AccessType
Open Access Dissertation
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2023
Month Degree Awarded
February
First Advisor
Martina Nieswandt
Second Advisor
Darrell Earnest
Third Advisor
Sandra Madden
Fourth Advisor
Frances Harper
Subject Categories
Curriculum and Social Inquiry | Science and Mathematics Education
Abstract
As a result of everchanging goals and visions for mathematics education in the United States, this study builds on an initial theoretical framework of empowerment and further conceptualizes one domain, namely Social Mathematical Empowerment [SME]. I used concept analysis to define processes and outcomes more precisely and identified SME as a multi-layered, dialectic construct. This approach results in two components of action and awareness with various instructional and theoretical approaches. I then applied that conceptualization and created an analytical tool to examine mathematics teaching materials to engage learners in SME. This study adds to the existing knowledge base by providing a clearer understanding of the antecedents, effects, and approaches that promote the dialectical components of the eight dimensions of SME and provides evidence for how teaching materials can promote SME. It also points to further research regarding new conceptualizations and implications for teaching and learning.
DOI
https://doi.org/10.7275/33213528
Recommended Citation
Gonzales, Alicia C., "Conceptualizing Social Mathematical Empowerment: What is the Curricular Connection?" (2023). Doctoral Dissertations. 2746.
https://doi.org/10.7275/33213528
https://scholarworks.umass.edu/dissertations_2/2746
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.