This dissertation includes background on influences of mathematics, mathematics education, and who is viewed as a mathematician leading into three articles exploring students' and teachers' perceptions of mathematics through their lived experiences in both mathematics classrooms and their communities. Using interpretative phenomenological analysis for the methodology, all three articles analyze mathematics autobiographies and semi-structured interviews with five student participants enrolled in the same Algebra I course; Paper 3 also includes the Algebra I teacher. Paper 1 focuses on how students describe their lived experiences in mathematics classrooms. Three themes emerged from the participant data: 1) lack of autonomy and access, 2) feelings hinge on performance in mathematics, and 3) the need for support in mathematics. Each participant shared different experiences, but these experiences can help inform educators how to improve students' experiences in the classroom. Paper 2 sought to understand how middle grade students make sense of what it means to do mathematics in their community. The three themes include: 1) navigating the usefulness of mathematics outside of school, 2) who directs mathematics outside of school, and 3) the need for mathematics in future plans. Connections students made between mathematics and the lives outside of school varied suggesting how broad their definition of mathematics is may vary. Paper 3 focuses on a current mathematics teacher lived experiences to answer, how do teachers' perceptions and lived experiences of mathematics relate to their teaching practices as a mathematics teacher? The three themes that emerged from data in paper three include: 1) performance and requirements of mathematics, 2) applying mathematical ideas, and 3) humanity of learning mathematics.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1986277 |
| Date | 08 1900 |
| Creators | Hulme, Keely |
| Contributors | Eddy, Colleen M, Morton, Karisma, Templeton, Tran, Khan, Nazia |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Hulme, Keely, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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