Those Who Can: The Significance of Math Policymakers for Math Policy and Practice

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dc.contributor.advisorDavis, Brent
dc.contributor.advisorSabbaghan, Soroush
dc.contributor.authorTelem, Lihi
dc.contributor.committeememberRenert, Moshe
dc.contributor.committeememberFrancis, Krista
dc.date2020-11
dc.date.accessioned2020-09-25T20:58:50Z
dc.date.available2020-09-25T20:58:50Z
dc.date.issued2020-09-23
dc.description.abstractThis study addresses the effects that policymakers’ mindsets have upon equity in the policy and practice of math education. It looks beyond math education culture to the general culture, examining the way mindset is constructed and sustained through its discursive expressions in written and spoken language and identifying the positioning it entails and its consequences for learners, educators and policymakers. I explore the notion that due to their similar experience as learners, Israeli math education policymakers hold similar beliefs about math ability. Mapping the mindset behind these shared perceptions, I trace its existence within policy (where it gains authority), as well as its positioning of learners in ways that strengthen and support cultural perceptions while hindering equity. My research addresses complex issues at the personal, social, and political levels. Discourse provides the underlying methodological cornerstone for this study. Discourse analysis serves both for excavation and interpretation of dispositions and mindsets embedded in policy, as well as for the negotiation and re-conceptualization of identities, positions, and policy. Looking at policymakers’ commitment and passion for math education and its promotion, alongside the difficulty in addressing learners whose experience of math is very different from their own, there may be a need for special support in the process of policy and curriculum creation. There may be need for a greater variety of voices in the math education committees, voices that are as passionate about math education and the possibility of promoting it among learners of different dispositions, voices that should echo the position and outlook of different learners.en_US
dc.identifier.citationTelem, L. (2020). Those Who Can: The Significance of Math Policymakers for Math Policy and Practice (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38241
dc.identifier.urihttp://hdl.handle.net/1880/112581
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectmath education policyen_US
dc.subjectmindseten_US
dc.subjectmath educationen_US
dc.subjectpositioningen_US
dc.subjectequityen_US
dc.subjectdiscourseen_US
dc.subjectidentityen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Mathematicsen_US
dc.titleThose Who Can: The Significance of Math Policymakers for Math Policy and Practiceen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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