{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86690"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86690","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Labeling the Learner: Exploring the Impact of Grand Narratives of Mathematics in Collegiate Liberal Arts Mathematics Classes","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Simmons, Amanda"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Gorlewski, Julie","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T21:36:31Z","date_published":"2025-02-21T21:36:31Z","updated_at":"2026-07-27T19:05:34Z","subjects":["mathematics education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86690","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gorlewski, Julie","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Simmons, Amanda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T21:36:31Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86690"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Many students at four-year colleges and community colleges take a liberal arts mathematics course to complete a general education requirement in mathematics. Such requirements reflect a belief that an understanding of mathematics is necessary for full participation in modern society, yet whether or not liberal arts mathematics courses accomplish that goal is under debate. While other studies have focused primarily on course content as the determining factor, this study adopts a sociocultural stance, contending that the culture of the learning space simultaneously determines and reflects how mathematical knowledge is presented, constructed, and perceived. This ethnographic multi-case study investigates the influence of grand narratives in mathematics upon the classroom culture as co-constructed by students and teachers. Three teachers and their classes from a four-year college and a community college in the Northeastern United States participated in the study. Interviews with teachers and students as well as classroom observations over a semester formed the corpus of data. Data were analyzed using positioning theory, revealing which grand narratives exerted social force within the classroom and how participants interacted through those narratives. The findings show that each class constructed a distinctive classroom culture that both reflected and defined what it meant to do and learn mathematics in that space. This study contributes to an understanding of how societal beliefs about mathematics influence teaching and learning mathematics and how classroom discourse may both reflect and perpetuate those beliefs. Such an understanding may inform ways to ensure that liberal arts mathematics courses promote students' understanding of authentic mathematics.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Labeling the Learner: Exploring the Impact of Grand Narratives of Mathematics in Collegiate Liberal Arts Mathematics Classes"]}]}],"canonical_facts":{"dc:contributor":["Gorlewski, Julie","Learning and Instruction"],"dc:creator":["Simmons, Amanda"],"dc:date":["2025-02-21T21:36:31Z","2020"],"dc:description":["Ph.D.","Many students at four-year colleges and community colleges take a liberal arts mathematics course to complete a general education requirement in mathematics. Such requirements reflect a belief that an understanding of mathematics is necessary for full participation in modern society, yet whether or not liberal arts mathematics courses accomplish that goal is under debate. While other studies have focused primarily on course content as the determining factor, this study adopts a sociocultural stance, contending that the culture of the learning space simultaneously determines and reflects how mathematical knowledge is presented, constructed, and perceived. This ethnographic multi-case study investigates the influence of grand narratives in mathematics upon the classroom culture as co-constructed by students and teachers. Three teachers and their classes from a four-year college and a community college in the Northeastern United States participated in the study. Interviews with teachers and students as well as classroom observations over a semester formed the corpus of data. Data were analyzed using positioning theory, revealing which grand narratives exerted social force within the classroom and how participants interacted through those narratives. The findings show that each class constructed a distinctive classroom culture that both reflected and defined what it meant to do and learn mathematics in that space. This study contributes to an understanding of how societal beliefs about mathematics influence teaching and learning mathematics and how classroom discourse may both reflect and perpetuate those beliefs. Such an understanding may inform ways to ensure that liberal arts mathematics courses promote students' understanding of authentic mathematics.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86690"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["mathematics education"],"dc:title":["Labeling the Learner: Exploring the Impact of Grand Narratives of Mathematics in Collegiate Liberal Arts Mathematics Classes"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:34Z"}