Dissertation
Teaching Beyond The Numbers: Mathematical Modeling As A Catalyst For Equity In Elementary Classrooms
Washington State University
Doctor of Philosophy (PhD), Washington State University
05/2025
DOI:
https://doi.org/10.7273/000007481
Abstract
This study explores the integration of Mathematical Modeling (MM) into elementary mathematics classrooms as a strategy for promoting equity in mathematics education. Using a case study approach, I investigated how two 5th-grade teachers leveraged MM tasks to engage students’ funds of knowledge (i.e., cultural, linguistic, and lived experiences), fostering an inclusive and meaningful learning environment. The findings indicated that when teachers intentionally aligned MM tasks with students’ funds of knowledge, they fostered deep engagement with the tasks and encouraged collaboration, critical thinking, and the development of students’ mathematical identities. Furthermore, through MM teachers supported students in connecting mathematical concepts to their lived experiences, empowering students to see themselves as capable mathematicians. My work emphasizes the importance of adapting and implementing tasks focused on equity in the context of MM. The implications for teachers, mathematics teacher educators, professional development providers, and policymakers present the need for systemic support in integrating MM with equity-focused practices.
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Details
- Title
- Teaching Beyond The Numbers
- Creators
- Johana Elizabeth Thomas Zapata
- Contributors
- Amy Roth McDuffie (Chair)Kristin Lesseig (Committee Member)Anne Garrison Wilhelm (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Teaching and Learning
- Theses and Dissertations
- Doctor of Philosophy (PhD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 310
- Identifiers
- 99901220325201842
- Language
- English
- Resource Type
- Dissertation