{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129323"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129323","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Students’ empathy in a mathematics design-based lesson","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_has_math":false,"creators":["Ortega Betancourt, Jhonnatan Stiven"],"institution":"University of Illinois Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["González Rivera, Gloriana","Castillo, Nathan","Dyer, Elizabeth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05-06","date_published":"2025-05-06","updated_at":"2026-07-22T22:25:04Z","subjects":["Empathy","Design-Based Lesson","Empathic Strategies","Middle School Students","and Math Lesson."],"languages":["en","eng"],"rights":["Copyright 2025 Jhonnatan Ortega"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129323","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["González Rivera, Gloriana","Castillo, Nathan","Dyer, Elizabeth"]},{"key":"dc:creator","label":"Author","values":["Ortega Betancourt, Jhonnatan Stiven"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-05-06","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Empathy","Design-Based Lesson","Empathic Strategies","Middle School Students","and Math Lesson."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Jhonnatan Ortega"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129323"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Jhonnatan Ortega Betancourt, accepted the attached license on 2025-05-05 at 13:15.","The student, Jhonnatan Ortega Betancourt, submitted this Thesis for approval on 2025-05-05 at 13:47.","This Thesis was approved for publication on 2025-05-06 at 16:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22209 on 2025-10-19 at 18:12:44","Empathy in mathematics plays a crucial role in education by engaging students in interesting and authentic problem-solving while also developing their social and civic skills. In this study, I implemented qualitative research methods, supported by Fila and Hess’s (2015) framework. This approach allowed me to explore how middle school students demonstrated empathy while designing a wellness space for their school when utilizing their geometry knowledge. The research question guiding the study is: How do middle school students show empathy in a mathematics design-based lesson? I developed a coding scheme for the video data to identify students’ most significant empathetic actions. Two groups were analyzed using coding templates for characterizing their empathic process. That is, I identified how they utilized empathic strategies to design a prototype for a wellness space centered on others’ needs, experiences, and feelings. I found that the students showed different kinds of empathy related to design processes while applying their geometry knowledge to build empathetic solutions. They showed empathic understanding by imagining and feeling themselves as others within the others’ context. They also showed empathic concerns by identifying familiar experiences. Then, they showed empathic knowledge by synthesizing their empathic understanding and concerns. Specifically, the students interpreted others’ needs, experiences, and feelings, relating them to the design concepts while building the solutions. Furthermore, middle school students showed empathy perception by imagining their experiences and living out their ideas within their design. The findings suggest that empathy can play an essential role in mathematics curricular design, while students develop social skills based on equity, justice, and integrity. Future studies can continue to explore the role of empathy and how this manifests in mathematics design-based lessons. Professional development can support teachers in incorporating empathy in classrooms."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Students’ empathy in a mathematics design-based lesson"]}]}],"canonical_facts":{"dc:contributor":["González Rivera, Gloriana","Castillo, Nathan","Dyer, Elizabeth"],"dc:creator":["Ortega Betancourt, Jhonnatan Stiven"],"dc:date":["2025-05-06","2025-05"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Jhonnatan Ortega Betancourt, accepted the attached license on 2025-05-05 at 13:15.","The student, Jhonnatan Ortega Betancourt, submitted this Thesis for approval on 2025-05-05 at 13:47.","This Thesis was approved for publication on 2025-05-06 at 16:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22209 on 2025-10-19 at 18:12:44","Empathy in mathematics plays a crucial role in education by engaging students in interesting and authentic problem-solving while also developing their social and civic skills. In this study, I implemented qualitative research methods, supported by Fila and Hess’s (2015) framework. This approach allowed me to explore how middle school students demonstrated empathy while designing a wellness space for their school when utilizing their geometry knowledge. The research question guiding the study is: How do middle school students show empathy in a mathematics design-based lesson? I developed a coding scheme for the video data to identify students’ most significant empathetic actions. Two groups were analyzed using coding templates for characterizing their empathic process. That is, I identified how they utilized empathic strategies to design a prototype for a wellness space centered on others’ needs, experiences, and feelings. I found that the students showed different kinds of empathy related to design processes while applying their geometry knowledge to build empathetic solutions. They showed empathic understanding by imagining and feeling themselves as others within the others’ context. They also showed empathic concerns by identifying familiar experiences. Then, they showed empathic knowledge by synthesizing their empathic understanding and concerns. Specifically, the students interpreted others’ needs, experiences, and feelings, relating them to the design concepts while building the solutions. Furthermore, middle school students showed empathy perception by imagining their experiences and living out their ideas within their design. The findings suggest that empathy can play an essential role in mathematics curricular design, while students develop social skills based on equity, justice, and integrity. Future studies can continue to explore the role of empathy and how this manifests in mathematics design-based lessons. Professional development can support teachers in incorporating empathy in classrooms."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129323"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Jhonnatan Ortega"],"dc:subject":["Empathy","Design-Based Lesson","Empathic Strategies","Middle School Students","and Math Lesson."],"dc:title":["Students’ empathy in a mathematics design-based lesson"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:04Z"}