Hearing the Silenced: Stories From the Borders of Mathematics Education

In this interpretive ethnographic study I examine persons' perceptions of mathematics and their mathematical participation. The study provided a space for highlighting the voices of those who have traditionally been silenced and relegated to the borders of mathematics education. Four women's re-membered mathematical experiences help readers to begin to imagine the factors that may facilitate the development of persons' negative perceptions of mathematics as well as impassioned reluctances toward mathematical participation. Rosaria, Cori, Britney, and Maya's re-membered stories of the past highlight disappointments, frustrations, joys, victories, and failures. These stories merge with the present, and in doing so, provide readers with a better understanding of these women's present day mathematical experiences. One issue of significant importance that emerges from an examination of these stores is the tension that develops between efficiency-oriented classroom practices and students' relational desires. This tension appeared to influence the way these women evaluated their own mathematical competency, which in turn impacted their participatory desires. Through a close examination of these factors, it becomes possible to imagine new educational practices that are more conducive to the development of positive mathematical dispositions.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Petty, Claudia R.

Contributors dc:contributor

• Bridget Arvold

• Education, Adult and Continuing

Language dc:language

eng

Identifier

(MiAaPQ)AAI3182352

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79847