Graduation Year

2017

Document Type

Dissertation

Degree

Ed.D.

Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Childhood Education and Literacy Studies

Major Professor

Sophia Han, Ph.D.

Committee Member

Ilene Berson, Ph.D.

Committee Member

Jolyn Blank, Ph.D.

Committee Member

Eugenia Vomvoridi-Ivanovic, Ph.D.

Keywords

TMfSJ, Critical Mathematics, Equity

Abstract

The purpose of this autoethnography was to explore the experiences, both successes and challenges, as I worked to teach mathematics using a social justice framework in a summer enrichment camp with four and five-year-old children. Drawing from both critical approaches (Freire, 1968) and sociocultural approaches (Rogoff, 2008), this dissertation outlines critical perspectives within Early Childhood Education, as well as trends in teaching mathematics for social justice to frame the research study. Autoethnography was selected as a methodological approach in this study as I examined my own teaching experiences and journey engaging in teaching mathematics for social justice. Primary data sources include researcher reflective journal entries and videotaped lesson implementation while secondary sources include student work samples and artifacts.

From the story associated with my engagement in teaching mathematics for social justice presents insights into my experiences with this work both crafting and teaching lessons. I then offer reflections and question areas of my work related to power and control, perpetuating deficit views, relationship construction and finding a balance between math and social justice within the lessons.

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