Kyle Kimball

Publication Date

1-1-2013

Document Type

Dissertation/Thesis

First Advisor

Dawkins, Paul C.

Degree Name

B.S. (Bachelor of Science)

Legacy Department

Department of Mathematical Sciences

Abstract

The purpose of this project is to develop means of addressing discrepancies between the mathematics education of students from different socioeconomic backgrounds. The central question of the project is: How can I as a teacher foster quantitative reasoning so that underrepresented students gain access to meaningful understanding of mathematics? Access to mathematics is important in order to gain access to economic opportunities, meaning it is essentially a social justice issue. The project entailed secondary research of existing paradigms and research projects. The major finding of the project is that some of the classroom causes of inequity in mathematics education can be addressed by implementing quantitative reasoning in the classroom. Quantitative reasoning does not address all issues of equity, but it does address the need to provide students with means of sense-making and thus access to meaningful understanding. To implement the findings of the secondary research, I developed lesson plans geared to improve student access to mathematical meaning through quantitative reasoning. The lesson plan developed a quantitatively meaningful approach to studying rational functions.

Comments

Includes bibliographical references.

Extent

31 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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