Show simple item record

dc.contributor.advisorTurner, Erinen_US
dc.contributor.authorMuller, David Charles
dc.creatorMuller, David Charlesen_US
dc.date.accessioned2011-12-05T22:20:00Z
dc.date.available2011-12-05T22:20:00Z
dc.date.issued2008en_US
dc.identifier.urihttp://hdl.handle.net/10150/194141
dc.description.abstractThe purpose of this study was to examine preservice teachers' beliefs and experiences in learning about teaching mathematics for social justice during a one-semester mathematics methods course at a large university in the Southwest. The study examined their beliefs on three levels: a) their beliefs about issues of equity, diversity, and social justice in general; b) their beliefs about how issues of equity, diversity, and social justice relate to teaching (i.e., if and how the preservice teachers perceive themselves as critical educators); and c) their beliefs about teaching mathematics for social justice. This study also analyzed the preservice teachers' experiences as they learned about and then discussed lessons and projects that could be used for teaching mathematics for social justice. The purpose of analyzing their experiences was to document what the pre-service teachers identified as positive and negative influences on their learning to teach mathematics for social justice.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectteaching mathematics for social justiceen_US
dc.subjectmathematics methodsen_US
dc.subjectpreservice teachersen_US
dc.subjectsocial justiceen_US
dc.titlePreservice Teachers' Beliefs and Experiences in Learning How to Teach Mathematics for Social Justiceen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairTurner, Erinen_US
dc.identifier.oclc659749538en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberDoyle, Walteren_US
dc.contributor.committeememberVinson, Kevinen_US
dc.identifier.proquest2885en_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePhDen_US
refterms.dateFOA2018-08-24T22:49:39Z
html.description.abstractThe purpose of this study was to examine preservice teachers' beliefs and experiences in learning about teaching mathematics for social justice during a one-semester mathematics methods course at a large university in the Southwest. The study examined their beliefs on three levels: a) their beliefs about issues of equity, diversity, and social justice in general; b) their beliefs about how issues of equity, diversity, and social justice relate to teaching (i.e., if and how the preservice teachers perceive themselves as critical educators); and c) their beliefs about teaching mathematics for social justice. This study also analyzed the preservice teachers' experiences as they learned about and then discussed lessons and projects that could be used for teaching mathematics for social justice. The purpose of analyzing their experiences was to document what the pre-service teachers identified as positive and negative influences on their learning to teach mathematics for social justice.


Files in this item

Thumbnail
Name:
azu_etd_2885_sip1_m.pdf
Size:
991.4Kb
Format:
PDF
Description:
azu_etd_2885_sip1_m.pdf

This item appears in the following Collection(s)

Show simple item record