[-] Show simple item record

dc.contributor.advisorChval, Kathryn B. (Kathryn Bouchard)eng
dc.contributor.authorJackson, Christa D., 1972-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 26, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Kathryn Chval.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.description.abstractCurrently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. Establishing an equitable classroom environment that results in student learning for African Americans requires specialized teacher knowledge, productive dispositions and beliefs, and effective teaching practices. The study reports on 13 elementary mathematics teachers' knowledge of equity related specifically to teaching mathematics to African American students. Teachers' knowledge of equity in teaching was examined using interview data and videotaped classroom observations based on the three components of the Knowledge of Equity in Teaching Framework: (1) knowledge of equity issues; (2) beliefs; and (3) knowledge of equity pedagogy. The participants in this study demonstrated a specific knowledge related to equity in teaching mathematics to African American students. The results of this study revealed that the components of the Knowledge of Equity in Teaching Framework influence each other. Implications for research and practice are discussed and recommendations for future research are suggested.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentxii, 272 pageseng
dc.identifier.merlinb77817369eng
dc.identifier.merlinb77817369eng
dc.identifier.oclc654130493eng
dc.identifier.urihttps://doi.org/10.32469/10355/8336eng
dc.identifier.urihttps://hdl.handle.net/10355/8336
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshMathematics -- Study and teaching (Elementary)eng
dc.subject.lcshAfrican American studentseng
dc.subject.lcshEducational equalizationeng
dc.titleA study of elementary mathematics teachers' knowledge of equityeng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record