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Author ORCID Identifier
Open Access Dissertation
Doctor of Philosophy (PhD)
Year Degree Awarded
Month Degree Awarded
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.
Gonzales, Alicia C., "Conceptualizing Social Mathematical Empowerment: What is the Curricular Connection?" (2023). Doctoral Dissertations. 2746.
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Available for download on Thursday, February 01, 2024