Hearing the Silenced: Stories From the Borders of Mathematics Education
Petty, Claudia R.
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https://hdl.handle.net/2142/79847
Description
Title
Hearing the Silenced: Stories From the Borders of Mathematics Education
Author(s)
Petty, Claudia R.
Issue Date
2005
Doctoral Committee Chair(s)
Bridget Arvold
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Adult and Continuing
Language
eng
Abstract
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.
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