Date on Honors Thesis
5-2024
Major
Mathematics (Secondary Certification)
Minor
Spanish, TESOL
Examining Committee Member
Dr. Molly Williams, Advisor
Examining Committee Member
Dr. Eric Batts, Committee Member
Examining Committee Member
Dr. David Gibson, Committee Member
Abstract/Description
Power is embedded in teacher and student actions within mathematics classrooms, whether that power is known or not. Incorporating equity and inclusiveness requires a deeper understanding of this power behind actions. In this study, we developed and administered a three part survey questioning college faculty and college students how they perceive power related to common actions within a college mathematics classroom. For example, participants were asked whether a college math teacher assigning homework increased, decreased, or did both to the teacher’s power; then whether this action increased, decreased, or did both to a student’s power. Analysis of 16 faculty and 121 students revealed faculty and students shared similar perceptions of power related to the role of the teacher and who has the power between a teacher and student. There was less agreement between faculty and students about the power associated with a student’s actions.
Recommended Citation
Seeberger, Laura, "Understanding Perspectives of Power in a College Mathematics Classroom" (2024). Honors College Theses. 249.
https://digitalcommons.murraystate.edu/honorstheses/249
Included in
Categorical Data Analysis Commons, Design of Experiments and Sample Surveys Commons, Educational Psychology Commons, Educational Sociology Commons, Mathematics Commons, Science and Mathematics Education Commons, Statistical Methodology Commons
Additional Author Comments
The title of this thesis may interchange "perceptions" and "perspectives".