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Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom

This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop may be integrated into an elementary mathematics methods course to develop pedagogical knowledge that challenges teacher candidates to explore the benefits of utilizing hip-hop as a tool in the classroom. This study contributes to the growing body of research that investigates the use of hip-hop pedagogy in educator preparatory programs. Participants in this study were teacher candidates at a large university in Texas enrolled in the final year of their educator preparatory program. This research shows that as a result of integrating hip-hop pedagogy in the mathematics methods course, teacher candidates had increased knowledge and more positive perceptions of hip-hop culture, and they demonstrated a greater willingness to integrate hip-hop pedagogy in their future classrooms.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1248492
Date08 1900
CreatorsCason, Marti B.
ContributorsYoung, Jamaal, Pratt, Sarah S., Eddy, Colleen, Gooden, Mark A.
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatviii, 165 pages, Text
RightsPublic, Cason, Marti B., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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