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dc.creatorCherkowski, Gina Nicole
dc.date.accessioned2013-09-19T18:43:47Z
dc.date.available2013-09-19T18:43:47Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/2376/4698
dc.descriptionThesis (Ph.D.), Washington State Universityen_US
dc.description.abstractThis case study explored how selected students' social capital impacted their mathematical identities inside a seventh-grade classroom. Mathematical identities were measured in terms of participation and alignment to general classroom norms and specific mathematical norms. Students' social capital was defined as belonging to the esteemed learning group inside the classroom. Data were gathered over the course of a school year and consisted of field notes, student and teacher interviews, surveys, archival data collection, and artifact analysis. Findings indicated that there was an interesting relationship between capital and mathematical identity in this particular study for these specific cases. More specifically, the two cases that evidenced high social capital maintained mathematical identities as doers of math for the duration of the study. Conversely, the two students with low capital had identities as resistors at the conclusion of the study. In conclusion, it was noted that capital and identity may be connected in important ways that impact whether a student gets to know and learn math inside the classroom. This finding is important as the purpose of this study was to gain insight into why certain students develop mathematical identities as doers of math while others merely cooperate or resist.en_US
dc.description.sponsorshipMath Education, Washington State Universityen_US
dc.language.isoEnglish
dc.rightsIn copyright
dc.rightsNot publicly accessible
dc.rightsclosedAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/ClosedAccess
dc.subjectMathematics educationen_US
dc.subjectSocial sciences educationen_US
dc.titleA CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL
dc.typeElectronic Thesis or Dissertation


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