Abstract
“Real-world” contextualization of mathematics is derived from curriculum and educator experiences which lean heavily into White middle-class contexts which are not reflective of many U.S. schools. Using students’ frames of knowledge with which they are interested or familiar promotes an enhanced and more engaging learning experience in the mathematics classroom.
This dissertation outlines the development and validation of an instrument that collects and quantifies students’ mathematics funds of knowledge in various areas. This study not only provides a new validated instrument for practitioner and researcher use but contributes to the field regarding the importance of the authentic connection between student experiences and interests outside of the classroom and mathematics learning inside of the classroom and acknowledging that knowledge as essential.
Degree Date
Summer 8-3-2022
Document Type
Dissertation
Degree Name
Ph.D.
Department
Teaching and Learning
Advisor
Annie Garrison Wilhelm
Subject Area
Education
Number of Pages
262
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Pruitt-Britton, Tiffini, "Mathematics Funds of Knowledge Survey: A Development and Validation Study" (2022). Teaching and Learning Theses and Dissertations. 13.
https://scholar.smu.edu/simmons_dtl_etds/13
Included in
Higher Education Commons, Science and Mathematics Education Commons, Secondary Education Commons
