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Mathematical empowerment: Challengi...

Peterson Fischer, Janet.

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Mathematical empowerment: Challenging teachers and critiquing textbooks to deconstruct barriers of race (African American of low socio-economic status) and gender in the intermediate elementary classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematical empowerment: Challenging teachers and critiquing textbooks to deconstruct barriers of race (African American of low socio-economic status) and gender in the intermediate elementary classroom./
Author:	Peterson Fischer, Janet.
Description:	765 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4093.
Contained By:	Dissertation Abstracts International65-11A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3153198
ISBN:	049613566X

Mathematical empowerment: Challenging teachers and critiquing textbooks to deconstruct barriers of race (African American of low socio-economic status) and gender in the intermediate elementary classroom.
Peterson Fischer, Janet.

Mathematical empowerment: Challenging teachers and critiquing textbooks to deconstruct barriers of race (African American of low socio-economic status) and gender in the intermediate elementary classroom. - 765 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4093.

Thesis (Ed.D.)--University of St. Thomas (Minnesota), 2004.

This dissertation investigates the effects of teachers and textbooks on the mathematical achievement of females and African Americans of low socio-economic status. The focus was on uncovering variables in both formal and informal educational settings that can be modified to augment student mathematical attainment in these two demographic groups. The intersection of race and low socio-economic status is especially significant in much of the research uncovered on African Americans. The numerous influences in both environments were examined using the theories of social cognition, feminism, and critical race to determine changes in teacher behaviors and textbooks that can be implemented in the classrooms. The female and ethnic socialization textbook analysis instrument is constructed based on NCTM Standards and variables applicable to gender and race uncovered in the literature review and experiences both personal and professional (current employment teaching at an inner city charter school). The dominant factors were incorporated into recommended fourth grade content criteria to create the textbook analysis instrument. The textbook analysis was performed on a traditional textbook, Saxon, and a reform textbook, Investigations, using content analysis to assess their attention to factors that influence the mathematical progress of females and African Americans. The analysis revealed stronger scores for Investigations than Saxon in developing mathematical sense. Investigations was more orientated to developing problem solving and personal algorithms rather than strictly one method of computation. Both programs need to improve in offering suggestions and providing instructions to enhance the mathematical performances of both marginalized populations. The implementation process involved in switching from traditional objectives to more visionary ones were discussed.

ISBN: 049613566XSubjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Mathematical empowerment: Challenging teachers and critiquing textbooks to deconstruct barriers of race (African American of low socio-economic status) and gender in the intermediate elementary classroom.
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502 $a Thesis (Ed.D.)--University of St. Thomas (Minnesota), 2004.
520 $a This dissertation investigates the effects of teachers and textbooks on the mathematical achievement of females and African Americans of low socio-economic status. The focus was on uncovering variables in both formal and informal educational settings that can be modified to augment student mathematical attainment in these two demographic groups. The intersection of race and low socio-economic status is especially significant in much of the research uncovered on African Americans. The numerous influences in both environments were examined using the theories of social cognition, feminism, and critical race to determine changes in teacher behaviors and textbooks that can be implemented in the classrooms. The female and ethnic socialization textbook analysis instrument is constructed based on NCTM Standards and variables applicable to gender and race uncovered in the literature review and experiences both personal and professional (current employment teaching at an inner city charter school). The dominant factors were incorporated into recommended fourth grade content criteria to create the textbook analysis instrument. The textbook analysis was performed on a traditional textbook, Saxon, and a reform textbook, Investigations, using content analysis to assess their attention to factors that influence the mathematical progress of females and African Americans. The analysis revealed stronger scores for Investigations than Saxon in developing mathematical sense. Investigations was more orientated to developing problem solving and personal algorithms rather than strictly one method of computation. Both programs need to improve in offering suggestions and providing instructions to enhance the mathematical performances of both marginalized populations. The implementation process involved in switching from traditional objectives to more visionary ones were discussed.
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