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ERIC Number: ED536097
Record Type: Non-Journal
Publication Date: 2011
Pages: 137
Abstractor: As Provided
ISBN: ISBN-978-1-2670-6552-0
Teaching Mathematics as Agape
Amidon, Joel C.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
What happens when the problem of inequitable access to mathematics is addressed by agape (pronounced agapa) or attending to the relationships students develop with mathematics? To respond to this question, this paper offers a description of the journey towards teaching mathematics as agape. First, I organized examples of equity pedagogy around the guiding principle of agape to shape teaching mathematics as agape. I defined teaching mathematics as agape, as promoting a beneficial relationship between students and mathematics that is functional, communal, critical, and inspirational. Next, I developed a framework to interpret and interact with the classroom space and, through a self-study of practice in an inclusive high school mathematics classroom, used the framework to examine what it means to teach mathematics as agape. Finally, I described how attending to the relationships that students develop with mathematics advanced the process of summative assessment. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A