Keywords

Contextual Relevance, Cognitive Demand, Economically Disadvantaged Students, Critical Ethnography, Mathematics Education, Expectancy Value Theory

Abstract

This study explored teachers’ beliefs, values, and expectancies impacted their practices in relation to the intersection of contextually relevant and cognitively demanding elementary mathematics tasks. Using a critical ethnographic approach, the study examined the instructional practices and beliefs of elementary teachers serving this demographic. The study explored the characteristics of tasks that emerged when participants used a layered rubric approach, applying two rubrics to enhance cognitive demand and contextual relevance. It also investigated how teachers' expectancy-value beliefs, as outlined by the Expectancy Value Theory, influenced their application of these rubrics.

Data were gathered through interviews, artifact analysis, and task evaluations. The findings revealed that Subjects' perceptions of the layered rubrics’ benefits and challenges influenced their task selection and modification processes. Subjects with asset-based beliefs followed the rubric guidelines and produced modified tasks that could enrich the mathematical experiences for students, characterized by heightened cognitive demand and contextual relevance. In contrast, those influenced by deficit-based beliefs deviated from the rubric guidelines, resulting in tasks that did not effectively enhance the desired task characteristics. This study contributes to the field of mathematics education by highlighting the profound impact of educators' beliefs on the quality of mathematics instruction for economically disadvantaged students. It offers recommendations for professional development focused on assessing teachers’ beliefs, values, and expectancies to promote asset-based views and facilitate sustainable, equitable mathematical practices through the application of a dual rubric approach.

Completion Date

2024

Semester

Summer

Committee Chair

Dixon, Juli

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Learning Science & Educational Research

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

DP0028623

URL

https://purls.library.ucf.edu/go/DP0028623

Language

English

Rights

In copyright

Release Date

August 2025

Length of Campus-only Access

1 year

Access Status

Doctoral Dissertation (Campus-only Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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Restricted to the UCF community until August 2025; it will then be open access.

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