{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79721"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79721","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Curricular Redesign and Equitable Mathematics Education: A Case Study of One Mathematics Department's Efforts","abstract":"The department which could be characterized as an environment open to change with teachers who invested a great deal of time to execute the changes, implemented four major curricular redesign efforts. I identified impetuses, aids, and challenges to the department's curricular redesign efforts. The efforts were influenced by the teachers' static and sequential view of mathematics and the teachers' low and bounded expectations of the students in the targeted courses. Two of the efforts increased students' likelihood to take a geometry course. However, the policies related to the sequencing of courses restricted students' access to courses beyond geometry. Other policies that restricted students' access to advanced mathematics course were also identified.","abstract_html":"The department which could be characterized as an environment open to change with teachers who invested a great deal of time to execute the changes, implemented four major curricular redesign efforts. I identified impetuses, aids, and challenges to the department's curricular redesign efforts. The efforts were influenced by the teachers' static and sequential view of mathematics and the teachers' low and bounded expectations of the students in the targeted courses. Two of the efforts increased students' likelihood to take a geometry course. However, the policies related to the sequencing of courses restricted students' access to courses beyond geometry. Other policies that restricted students' access to advanced mathematics course were also identified.","abstract_has_math":false,"creators":["Buckley, Lecretia Antoinette"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Bridget Arvold"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:10Z","date_published":"2015-09-25T19:53:10Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Secondary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3086025"],"render_values":[{"text":"(MiAaPQ)AAI3086025","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79721","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bridget Arvold"]},{"key":"dc:creator","label":"Author","values":["Buckley, Lecretia Antoinette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:10Z","10000-01-01","2003"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Secondary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79721","(MiAaPQ)AAI3086025"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The department which could be characterized as an environment open to change with teachers who invested a great deal of time to execute the changes, implemented four major curricular redesign efforts. 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