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dc.contributor.advisorWade, Carol H.
dc.contributor.authorMurphy, Kevin
dc.date.accessioned2021-09-07T21:38:56Z
dc.date.available2021-09-07T21:38:56Z
dc.date.issued2020-08-20
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4851
dc.description.abstractCulturally relevant pedagogy is a great concept, but to make it a reality for your students you have to create a climate in your classroom that let’s students know that their humanity is valued just as much as their academic ability. The inability of students to see themselves in the curriculum leads to low student engagement. Lower levels of student engagement have demonstrated a correlation with living in poverty. Mathematics achievement scores for the historically underserved populations often found in urban school settings - African American, Latinx, Native American, and poor students shows that they continue to be underserved by mathematics education. Teachers who create contexts in their classroom for students to exhibit high involvement in the learning of geometry cultivate students that are more engaged and as a result achieve higher levels of academic achievement. This work aims to improve academic achievement in the study of geometry using culturally relevant pedagogy and teacher enthusiasm to foster higher levels of student engagement.
dc.subjectUrban Education
dc.subjectCulturally Relevant Pedagogy
dc.subjectCulturally Relevant Teaching
dc.subjectAuthentic Exercises
dc.subjectAcademic Achievement
dc.subjectUrban Scholars
dc.subjectUnderserved Student Population
dc.subjectTeacher Enthusiasm
dc.subjectStudent Engagement
dc.titleBuilding Success in Geometry Through Culture, Language, and Identity
dc.typethesis
refterms.dateFOA2021-09-07T21:38:56Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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