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Author ORCID Identifier


Open Access Dissertation

Document Type


Degree Name

Doctor of Philosophy (PhD)

Degree Program


Year Degree Awarded


Month Degree Awarded


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


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.


Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.