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Toward a feminist mathematics pedagogy

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TitleInfo
Title
Toward a feminist mathematics pedagogy
Name (type = personal)
NamePart (type = family)
Kennedy
NamePart (type = given)
Megan Rose
NamePart (type = date)
1988-
DisplayForm
Megan Kennedy
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Hawkesworth
NamePart (type = given)
Mary
DisplayForm
Mary Hawkesworth
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Rodgers
NamePart (type = given)
Yana
DisplayForm
Yana Rodgers
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Schuller
NamePart (type = given)
Kyla
DisplayForm
Kyla Schuller
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2013
DateOther (qualifier = exact); (type = degree)
2013-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Popular research on mathematics performance differences often lead researchers to produce student-focused, social, and biological based theories that attempt to address these differences. This paper analyzes the contributions of classroom atmospheres to the "gender problem" in mathematics and proposes potential approaches to addressing this matter in mathematics education. The study begins with a discussion of crucial related issues, such as the extent and impact of the mathematics-science overlap and the roots of mathematical inquiry. This is followed by the introduction of a new, flexible, inclusive mathematics, which integrates these critical issues with the paper's guiding questions and calls upon the pedagogical theories of Paulo Freire, feminist standpoint theory, and poststructuralist approaches. Next, specific ideas and methods for the implementation of the proposed pedagogy are provided, as well as a discussion of potential counterarguments and resistance to its implementation in classrooms. Finally, the paper concludes with the implications of this shift, which include, but are not limited to, the possibility of breaking down entrenched gender stereotypes and boundaries.
Subject (authority = RUETD)
Topic
Women's and Gender Studies
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4643
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
v, 88 p. : ill.
Note (type = degree)
M.A.
Note (type = bibliography)
Includes bibliographical references
Note (type = vita)
Includes vita
Note (type = statement of responsibility)
by Megan Rose Kennedy
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching
Subject (authority = ETD-LCSH)
Topic
Feminism and education
Subject
Name (authority = LC-NAF)
NamePart (type = personal)
Freire, Paulo,--1921-1997--Criticism and interpretation
Subject (authority = ETD-LCSH)
Topic
Women's studies
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000068896
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3862F2P
Genre (authority = ExL-Esploro)
ETD graduate
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Kennedy
GivenName
Megan
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-04-11 21:57:55
AssociatedEntity
Name
Megan Kennedy
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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