Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum, Instruction, and Learning

Major Professor

Eugenia Vomvoridi-Ivanovic, Ph.D.

Committee Member

Darlene DeMarie, Ph.D.

Committee Member

Cheryl R. Ellerbrock, Ph.D.

Committee Member

Jennifer Jacobs, Ph.D.

Keywords

Content Relevancy, Cultural Inclusion, Culturally Responsive Mathematics Teaching, Instructional Materials, Mathematical Task, Unsolicited Strategies

Abstract

In this dissertation study, I recognized the crucial role of mathematics educators’ utilization of instructional materials for effective teaching. I highlighted the significance of content that is taught to students through relevant mathematical tasks and representations. Through a detailed examination, I analyzed the similarities and differences in two editions of a precalculus textbook published by the same publishing company. Following a state-wide mathematics textbook ban in Florida, the precalculus textbook was placed on the Florida Department of Education’s (FLDOE) Instructional Materials Not-Recommended List in 2020. It was later revised and subsequently included to the FLDOE Instructional Materials Adopted List document in 2022. According to the Instructional Material documentation the precalculus textbook was banned due to its inclusion of special topics, also referred to as unsolicited strategies, by the Florida Governor and Chancellor of Public School. Examples of unsolicited strategies such as social-emotional learning and culturally responsive teaching were given in a specification addendum (FLDOE, 2021). In my investigation, I explored the extent and ways in which the Florida ban on unsolicited strategies influenced the content's relevancy and cultural inclusion. I observed a 1% discrepancy between the two precalculus textbooks, suggesting that the discourse surrounding the ban had a more pronounced impact than the actual revision itself. Drawing on historical literature, the dissertation highlighted existing mathematical educational reforms, even if well-intentioned, could often be politically charged and inadvertently instill more apprehension than positive change.

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