| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434966 |
| 005 | | 20200227112657 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781687934581 |
| 035 | |
▼a (MiAaPQ)AAI27536307 |
| 035 | |
▼a (MiAaPQ)umichrackham002301 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 305 |
| 100 | 1 |
▼a Bobsin Salazar, Sabrina. |
| 245 | 10 |
▼a Examining Institutional Racism Within Mathematics Instruction. |
| 260 | |
▼a [S.l.]:
▼b University of Michigan.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 102 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-05, Section: A. |
| 500 | |
▼a Advisor: Ball, Deborah Loewenberg. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of Michigan, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 506 | |
▼a This item must not be added to any third party search indexes. |
| 520 | |
▼a In this work I investigate the connection between teaching practices and institutional racism. I combine concepts from critical realism and critical race theory to develop a theory to better describe how local social interactions that occur in a mathematics classroom can disrupt common interactions that lead to the reproduction of the racial structure that permeates contemporary U. S. society. Drawing primarily on the concept of norm circles, I discuss how specific mathematical instructional practices supported the creation of a conflictive normative spaces inside of a classroom in which local disruption of racism are more likely to occur.I apply the theory in an empirical experiment to refine and improve it. I analyzed episodes of instruction from an elementary mathematics laboratory classroom. The application of the theoretical framework consisted first of identifying instances in which the teacher enacted a teaching practice that counter an expected action. The expected action was guided by the literature review on teaching Black children and positioning Black girls in a classroom. Then I checked the normativity of the teacher action to confirm it as a regular instructional practice in this classroom. I also checked the norm circle the endorsed such practice by identifying the members of the circle and how the teaching practice was reinforced.I identified four instructional practices that locally disrupted racism: (1) regulating student seating |
| 590 | |
▼a School code: 0127. |
| 650 | 4 |
▼a Mathematics education. |
| 650 | 4 |
▼a Educational sociology. |
| 650 | 4 |
▼a Teacher education. |
| 650 | 4 |
▼a African American studies. |
| 690 | |
▼a 0280 |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0340 |
| 690 | |
▼a 0296 |
| 710 | 20 |
▼a University of Michigan.
▼b Educational Studies. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-05A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0127 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15494250
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |