Affirming Difference, Generating Problems, and Becoming-Democratic in Mathematics Education Public Deposited

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Last Modified
  • March 19, 2019
Creator
  • Rands, Kathleen Evelyn
    • Affiliation: School of Education
Abstract
  • The purpose of this dissertation is twofold. First, the dissertation aims to critique images of thought in mathematics education which have ontological underpinnings that maintain oppressive practices and which prevent transformation. The second aim of the dissertation is to launch the transformation to a postcritical mathematics education through the creation of new concepts and strategies. Following Deleuze and Guattari's approach, the dissertation is organized into three plateaus, nonlinear writing nodes which catalyze movement in thought from taken-for-granted notions to new ways of thinking. The first plateau engages with notions of equity in mathematics and moves to the Deleuzian concept of affirming difference. The second plateau enters through notions of problems and problem-solving and moves to a Deleuzian concept of problem-posing. The third plateau begins with notions about democratic mathematics education and moves to the Deleuzian concept of becoming-democratic in the mathematics classrooms. Thinking about difference, problems, and democracy differently opens up launching sites for new ways of becoming anti-oppressive mathematics educators.
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  • In Copyright
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  • "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change)."
Advisor
  • Stone, Lynda
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Place of publication
  • Chapel Hill, NC
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  • Open access
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