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dc.contributor.advisorDawkins, Paulen_US
dc.contributor.authorKimball, Kyleen_US
dc.date.accessioned2016-10-24T17:54:00Z
dc.date.available2016-10-24T17:54:00Z
dc.date.issued2013
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/16855
dc.descriptionIncludes bibliographical references.en_US
dc.description.abstractThe purpose of this project is to develop means of addressing discrepancies between the mathematics education of students from different socioeconomic backgrounds. The central question of the project is: How can I as a teacher foster quantitative reasoning so that underrepresented students gain access to meaningful understanding of mathematics? Access to mathematics is important in order to gain access to economic opportunities, meaning it is essentially a social justice issue. The project entailed secondary research of existing paradigms and research projects. The major finding of the project is that some of the classroom causes of inequity in mathematics education can be addressed by implementing quantitative reasoning in the classroom. Quantitative reasoning does not address all issues of equity, but it does address the need to provide students with means of sense-making and thus access to meaningful understanding. To implement the findings of the secondary research, I developed lesson plans geared to improve student access to mathematical meaning through quantitative reasoning. The lesson plan developed a quantitatively meaningful approach to studying rational functions.en_US
dc.format.extent31 pagesen_US
dc.language.isoen_USen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subjectmathematicsen_US
dc.subjecteducationen_US
dc.subjectquantitative reasoningen_US
dc.titleEquitable mathematics education through pursuing quantitative reasoningen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Mathematical Sciencesen_US
dc.description.degreeB.S. (Bachelor of Science)en_US


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