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ERIC Number: ED550186
Record Type: Non-Journal
Publication Date: 2011
Pages: 229
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2671-9501-2
Affirming Difference, Generating Problems, and Becoming-Democratic in Mathematics Education
Rands, Kathleen Evelyn
ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Chapel Hill
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 (1980/1987) 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A