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

pdf

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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