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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1248492 |
| Date | 08 1900 |
| Creators | Cason, Marti B. |
| Contributors | Young, Jamaal, Pratt, Sarah S., Eddy, Colleen, Gooden, Mark A. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | viii, 165 pages, Text |
| Rights | Public, Cason, Marti B., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0024 seconds