The role of the tribal elder in teaching calculus through an ethnomathematics lens

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The role of the tribal elder in teaching calculus through an ethnomathematics lens

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/13938

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dc.contributor.advisor Barger, Rita en
dc.contributor.author Riggs, Robert
dc.date.accessioned 2012-04-19T17:21:07Z
dc.date.available 2012-04-19T17:21:07Z
dc.date.issued 2012-04-19
dc.date.submitted 2012 Spring en
dc.identifier.uri http://hdl.handle.net/10355/13938
dc.description Title from PDF of title page, viewed on April 19, 2012 en
dc.description Dissertation advisor: Rita Barger en
dc.description Vita en
dc.description Includes bibliographic references (p. 272-286) en
dc.description Thesis (Ph.D.)--School of Education, Dept. of Mathematics and Statistics, Dept of Physics. University of Missouri--Kansas City, 2012 en
dc.description.abstract In action research study I was the classroom teacher of high school-aged African American students participating in the six-week summer portion of the Reach Up program. The purpose of Reach Up is to help students improve study skills, build confidence, motivation, self-discipline, maturity and better grades so that they can go to the college of their choice. Students selected have demonstrated academic promise, are “first-generation” college students, and have been selected from the city's urban core high schools. This study examined the relational and instructional dynamics that took place in the classroom in which the curriculum was developed through an ethnomathematical lens. Ethnomathematics is grounded in the Freirean model of valuing the intellectual contributions of marginalized cultures and using these contributions to teach for liberation. This study introduces the culturally responsive strategy of teaching as the “Tribal Elder.” A Tribal Elder is one who is a leader in the community, who knows how to navigate the outside world to ensure survival, is related to the students by kin, and is trusted by the students and their parents. How these relations were built, while at the same time engaging the students in high-level mathematics is reported. It was hoped that unpacking my teaching and investigating from the inside would lead to further development of the theory of the mathematics teacher as Tribal Elder in the classroom and could then be emulated by others. en_US
dc.description.tableofcontents Introduction -- Review of literature -- Methodology -- Discussion -- Conclusions -- Appendix A. Parental/guardian informed consent form -- Appendix B. Student assent letter -- Appendix C. Student interview protocols -- Appendix D. Student mathematical autobiography assent form and protocol -- Appendix E. Rise Up Summer Academy mathematics curriculum -- Appendix F. Pre-/post-test en
dc.format.extent xiv, 290 pages en
dc.language.iso en_US en_US
dc.publisher University of Missouri--Kansas City en
dc.subject.lcsh Action research in education en
dc.subject.lcsh Ethnomathematics en
dc.subject.lcsh African American students -- Education en
dc.subject.other Dissertation -- University of Missouri--Kansas City -- Education en
dc.subject.other Dissertation -- University of Missouri--Kansas City -- Mathematics en
dc.subject.other Dissertation -- University of Missouri--Kansas City -- Physics en
dc.title The role of the tribal elder in teaching calculus through an ethnomathematics lens en_US
dc.type Thesis en_US
thesis.degree.discipline Curriculum and Instruction and Mathematics and Physics en
thesis.degree.grantor University of Missouri--Kansas City en
thesis.degree.name Ph.D. en
thesis.degree.level Doctoral en


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