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Proof and Possibility: Emerging Mathematics Conceptions, Self-Efficacy, and Identity in the Stories of Contemporary Black Mathematicians
Proof and Possibility: Emerging Mathematics Conceptions, Self-Efficacy, and Identity in the Stories of Contemporary Black Mathematicians
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151151
- ISBN
- 9798382783123
- DDC
- 510
- 서명/저자
- Proof and Possibility: Emerging Mathematics Conceptions, Self-Efficacy, and Identity in the Stories of Contemporary Black Mathematicians
- 발행사항
- [Sl] : Columbia University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 263 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Walker, Erica N.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2024.
- 초록/해제
- 요약A growing body of literature seeks to challenge the deficit-oriented narratives around Black students in mathematics by exploring the perspectives and experiences of successful Black students and professionals in the field-in doing so, aiming to provide counternarratives to the dominant discourse that center their participants' voices, as well as to understand the factors that may influence Black students' decisions to pursue advanced mathematics degrees and careers. Many such studies highlight racialized mathematics identity as a crucial factor for their participants' long-term mathematics engagement; such studies seek to identify the sociostructural factors that contribute to its development, but generally do not examine the roles of different psychological factors. Despite evidence of the existence of relationships between mathematics identity development and specific cognitive factors such as mathematics conceptions, as well as affective factors such as mathematics self-efficacy, few studies have examined how these various constructs interact with identity development, and in turn, students' mathematics engagement and learning outcomes. Fewer have examined these factors' interactions for Black participants.A comprehensive understanding of how and why Black students decide to persist in mathematics necessitates an integrated approach that simultaneously examines the connections between participants' psychological and sociostructural factors. In light of past findings around the significant role of mathematics self-efficacy in shaping students' long-term mathematics engagement; prior findings around relationships between mathematics self-efficacy and identity; and the influences of mathematics conceptions on other affective mathematics beliefs, I chose for the present study to investigate the contributing factors for and interactions between mathematics self-efficacy, identity, and conceptions throughout the academic trajectories of several contemporary Black mathematicians. In doing so, I hoped to amplify my participants' perspectives in the broader conversation around how to support Black students and students belonging to other historically excluded groups as they navigate mathematics learning environments that, at times, fail to stimulate, nurture, or uplift them.Using thematic analysis of several extensive semi-structured interviews, this narrative inquiry investigated these questions through the narratives of five contemporary Black mathematicians who were selected from a prior study on the impacts of sharing diverse mathematicians' stories with students. Data sources included participants' extant interview transcripts from both this study and other prior studies; as well as extensive follow-up interviews, online public engagement materials such as lectures and media publications, and my own memos. Data was coded using thematic analysis for both deductive themes related to the conceptual framework for this study, as well as emerging themes suggesting the existence of potential interactions between these constructs. Findings, which are reported in narrative form, suggest the importance of early and ongoing engagement with open-ended and reasoning-based mathematics tasks as a means of promoting broad conceptions of mathematics, self-efficacy for completing more challenging nonroutine tasks, as well as robust mathematics identities. Additionally, and in contrast to much of the literature around self-efficacy sources, findings from the present study highlight the particular importance of vicarious experiences of success by other Black mathematicians in shaping not only participants' mathematics self-efficacies but their conceptions of mathematics, and accordingly, their dispositions toward mathematics.
- 일반주제명
- Mathematics education
- 일반주제명
- Teacher education
- 일반주제명
- Black studies
- 키워드
- Mathematicians
- 키워드
- Self-efficacy
- 키워드
- Perspectives
- 기타저자
- Columbia University TC: Mathematics Education
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151151
■006m o d
■007cr#unu||||||||
■020 ▼a9798382783123
■035 ▼a(MiAaPQ)AAI31235645
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a510
■1001 ▼aMorrison, Nasriah Clara.
■24510▼aProof and Possibility: Emerging Mathematics Conceptions, Self-Efficacy, and Identity in the Stories of Contemporary Black Mathematicians
■260 ▼a[Sl]▼bColumbia University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a263 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Walker, Erica N.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2024.
■520 ▼aA growing body of literature seeks to challenge the deficit-oriented narratives around Black students in mathematics by exploring the perspectives and experiences of successful Black students and professionals in the field-in doing so, aiming to provide counternarratives to the dominant discourse that center their participants' voices, as well as to understand the factors that may influence Black students' decisions to pursue advanced mathematics degrees and careers. Many such studies highlight racialized mathematics identity as a crucial factor for their participants' long-term mathematics engagement; such studies seek to identify the sociostructural factors that contribute to its development, but generally do not examine the roles of different psychological factors. Despite evidence of the existence of relationships between mathematics identity development and specific cognitive factors such as mathematics conceptions, as well as affective factors such as mathematics self-efficacy, few studies have examined how these various constructs interact with identity development, and in turn, students' mathematics engagement and learning outcomes. Fewer have examined these factors' interactions for Black participants.A comprehensive understanding of how and why Black students decide to persist in mathematics necessitates an integrated approach that simultaneously examines the connections between participants' psychological and sociostructural factors. In light of past findings around the significant role of mathematics self-efficacy in shaping students' long-term mathematics engagement; prior findings around relationships between mathematics self-efficacy and identity; and the influences of mathematics conceptions on other affective mathematics beliefs, I chose for the present study to investigate the contributing factors for and interactions between mathematics self-efficacy, identity, and conceptions throughout the academic trajectories of several contemporary Black mathematicians. In doing so, I hoped to amplify my participants' perspectives in the broader conversation around how to support Black students and students belonging to other historically excluded groups as they navigate mathematics learning environments that, at times, fail to stimulate, nurture, or uplift them.Using thematic analysis of several extensive semi-structured interviews, this narrative inquiry investigated these questions through the narratives of five contemporary Black mathematicians who were selected from a prior study on the impacts of sharing diverse mathematicians' stories with students. Data sources included participants' extant interview transcripts from both this study and other prior studies; as well as extensive follow-up interviews, online public engagement materials such as lectures and media publications, and my own memos. Data was coded using thematic analysis for both deductive themes related to the conceptual framework for this study, as well as emerging themes suggesting the existence of potential interactions between these constructs. Findings, which are reported in narrative form, suggest the importance of early and ongoing engagement with open-ended and reasoning-based mathematics tasks as a means of promoting broad conceptions of mathematics, self-efficacy for completing more challenging nonroutine tasks, as well as robust mathematics identities. Additionally, and in contrast to much of the literature around self-efficacy sources, findings from the present study highlight the particular importance of vicarious experiences of success by other Black mathematicians in shaping not only participants' mathematics self-efficacies but their conceptions of mathematics, and accordingly, their dispositions toward mathematics.
■590 ▼aSchool code: 0054.
■650 4▼aMathematics education
■650 4▼aTeacher education
■650 4▼aBlack studies
■653 ▼aAfrican American studies
■653 ▼aMathematicians
■653 ▼aSelf-efficacy
■653 ▼aPerspectives
■690 ▼a0280
■690 ▼a0530
■690 ▼a0325
■71020▼aColumbia University▼bTC: Mathematics Education.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161025▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
