{"id":{"repo_id":"calgary","oai_identifier":"oai:ucalgary.scholaris.ca:1880/112581"},"canonical_url":"https://search.dev.ndltd.org/etd/calgary/oai:ucalgary.scholaris.ca:1880/112581","repository":{"repo_id":"calgary","name":"University of Calgary","base_url":"https://ucalgary.scholaris.ca/server/oai/request"},"display":{"title":"Those Who Can: The Significance of Math Policymakers for Math Policy and Practice","abstract":"This study addresses the effects that policymakers’ mindsets have upon equity in the policy and practice of math education. It looks beyond math education culture to the general culture, examining the way mindset is constructed and sustained through its discursive expressions in written and spoken language and identifying the positioning it entails and its consequences for learners, educators and policymakers. I explore the notion that due to their similar experience as learners, Israeli math education policymakers hold similar beliefs about math ability. Mapping the mindset behind these shared perceptions, I trace its existence within policy (where it gains authority), as well as its positioning of learners in ways that strengthen and support cultural perceptions while hindering equity. My research addresses complex issues at the personal, social, and political levels. Discourse provides the underlying methodological cornerstone for this study. Discourse analysis serves both for excavation and interpretation of dispositions and mindsets embedded in policy, as well as for the negotiation and re-conceptualization of identities, positions, and policy. Looking at policymakers’ commitment and passion for math education and its promotion, alongside the difficulty in addressing learners whose experience of math is very different from their own, there may be a need for special support in the process of policy and curriculum creation. There may be need for a greater variety of voices in the math education committees, voices that are as passionate about math education and the possibility of promoting it among learners of different dispositions, voices that should echo the position and outlook of different learners.","abstract_html":"This study addresses the effects that policymakers’ mindsets have upon equity in the policy and practice of math education. It looks beyond math education culture to the general culture, examining the way mindset is constructed and sustained through its discursive expressions in written and spoken language and identifying the positioning it entails and its consequences for learners, educators and policymakers. I explore the notion that due to their similar experience as learners, Israeli math education policymakers hold similar beliefs about math ability. Mapping the mindset behind these shared perceptions, I trace its existence within policy (where it gains authority), as well as its positioning of learners in ways that strengthen and support cultural perceptions while hindering equity. My research addresses complex issues at the personal, social, and political levels. Discourse provides the underlying methodological cornerstone for this study. Discourse analysis serves both for excavation and interpretation of dispositions and mindsets embedded in policy, as well as for the negotiation and re-conceptualization of identities, positions, and policy. Looking at policymakers’ commitment and passion for math education and its promotion, alongside the difficulty in addressing learners whose experience of math is very different from their own, there may be a need for special support in the process of policy and curriculum creation. There may be need for a greater variety of voices in the math education committees, voices that are as passionate about math education and the possibility of promoting it among learners of different dispositions, voices that should echo the position and outlook of different learners.","abstract_has_math":false,"creators":["Telem, Lihi"],"institution":"Werklund School of Education","degree_name":"Doctor of Education (EdD)","degree_level":null,"degree_discipline":"Education Graduate Program – Educational Research","degree_department":null,"school":null,"contributors":[],"advisors":["Davis, Brent","Sabbaghan, Soroush"],"committee_chairs":[],"committee_members":["Renert, Moshe","Francis, Krista"],"year":2020,"date_issued":"2020-09-23","date_published":"2020-09-23","updated_at":"2026-07-24T01:30:42Z","subjects":["math education policy","mindset","math education","positioning","equity","discourse","identity"],"languages":["eng"],"rights":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["http://dx.doi.org/10.11575/PRISM/38241"],"render_values":[{"text":"http://dx.doi.org/10.11575/PRISM/38241","href":"http://dx.doi.org/10.11575/PRISM/38241","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1880/112581","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Davis, Brent","Sabbaghan, Soroush"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Renert, Moshe","Francis, Krista"]},{"key":"dc:creator","label":"Author","values":["Telem, Lihi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-11"]},{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-09-25T20:58:50Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-09-25T20:58:50Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-09-23"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Calgary"]},{"key":"dc:type","label":"Dc Type","values":["doctoral thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Graduate Program – Educational Research"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Calgary"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["math education policy","mindset","math education","positioning","equity","discourse","identity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["http://dx.doi.org/10.11575/PRISM/38241"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1880/112581"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study addresses the effects that policymakers’ mindsets have upon equity in the policy and practice of math education. It looks beyond math education culture to the general culture, examining the way mindset is constructed and sustained through its discursive expressions in written and spoken language and identifying the positioning it entails and its consequences for learners, educators and policymakers. I explore the notion that due to their similar experience as learners, Israeli math education policymakers hold similar beliefs about math ability. Mapping the mindset behind these shared perceptions, I trace its existence within policy (where it gains authority), as well as its positioning of learners in ways that strengthen and support cultural perceptions while hindering equity. My research addresses complex issues at the personal, social, and political levels. Discourse provides the underlying methodological cornerstone for this study. Discourse analysis serves both for excavation and interpretation of dispositions and mindsets embedded in policy, as well as for the negotiation and re-conceptualization of identities, positions, and policy. Looking at policymakers’ commitment and passion for math education and its promotion, alongside the difficulty in addressing learners whose experience of math is very different from their own, there may be a need for special support in the process of policy and curriculum creation. There may be need for a greater variety of voices in the math education committees, voices that are as passionate about math education and the possibility of promoting it among learners of different dispositions, voices that should echo the position and outlook of different learners."]},{"key":"dc:title","label":"Title","values":["Those Who Can: The Significance of Math Policymakers for Math Policy and Practice"]}]}],"canonical_facts":{"dc:contributor.advisor":["Davis, Brent","Sabbaghan, Soroush"],"dc:contributor.committeemember":["Renert, Moshe","Francis, Krista"],"dc:creator":["Telem, Lihi"],"dc:date":["2020-11"],"dc:date.accessioned":["2020-09-25T20:58:50Z"],"dc:date.available":["2020-09-25T20:58:50Z"],"dc:date.issued":["2020-09-23"],"dc:description.abstract":["This study addresses the effects that policymakers’ mindsets have upon equity in the policy and practice of math education. It looks beyond math education culture to the general culture, examining the way mindset is constructed and sustained through its discursive expressions in written and spoken language and identifying the positioning it entails and its consequences for learners, educators and policymakers. I explore the notion that due to their similar experience as learners, Israeli math education policymakers hold similar beliefs about math ability. Mapping the mindset behind these shared perceptions, I trace its existence within policy (where it gains authority), as well as its positioning of learners in ways that strengthen and support cultural perceptions while hindering equity. My research addresses complex issues at the personal, social, and political levels. Discourse provides the underlying methodological cornerstone for this study. Discourse analysis serves both for excavation and interpretation of dispositions and mindsets embedded in policy, as well as for the negotiation and re-conceptualization of identities, positions, and policy. Looking at policymakers’ commitment and passion for math education and its promotion, alongside the difficulty in addressing learners whose experience of math is very different from their own, there may be a need for special support in the process of policy and curriculum creation. There may be need for a greater variety of voices in the math education committees, voices that are as passionate about math education and the possibility of promoting it among learners of different dispositions, voices that should echo the position and outlook of different learners."],"dc:identifier.doi":["http://dx.doi.org/10.11575/PRISM/38241"],"dc:identifier.uri":["http://hdl.handle.net/1880/112581"],"dc:language.iso":["eng"],"dc:publisher.institution":["University of Calgary"],"dc:rights":["University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission."],"dc:subject":["math education policy","mindset","math education","positioning","equity","discourse","identity"],"dc:title":["Those Who Can: The Significance of Math Policymakers for Math Policy and Practice"],"dc:type":["doctoral thesis"],"thesis:degree_discipline":["Education Graduate Program – Educational Research"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["University of Calgary"]},"updated_at":"2026-07-24T01:30:42Z"}