Term of Award
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Department of Curriculum, Foundations, and Reading
Committee Member 1
Committee Member 2
Ming Fang He
Committee Member 3
The implementation of the Common Core State Standards for Mathematics (CCSSM) was widely debated by politicians, mathematicians, teachers, and parents. Many of the debates on Common Core extended beyond the actual set of standards to debates over national control over curriculum, teacher evaluation, teacher pay, diploma tracks, etc. Because these debates deviated from the actual standards being implemented, the Standards for Mathematical Practice (SMPs), a set of practice standards included in the CCSSM, were significantly overlooked. Because the SMPs have been overlooked, we are missing out on the potential they hold for the enactment of a postmodern curriculum. To gain an understanding of how the SMPs might be a part of a postmodern mathematics curriculum, a theoretical approach was used to provide an analysis of postmodern education, showing how recent scientific developments in fields such as general systems theory and chaos theory have potential to transition us into postmodern education, and how might the implementation of SMPs encourage a postmodern mathematics curriculum. Based on this analysis, it was shown that recent scientific developments in general systems theory and chaos theory have the potential to inform a transition from a modern to a postmodern mathematics curriculum. Using the Four R's frameworks for postmodern curriculum provided by Doll (1993) and the Five C's of Doll and Gough (2002), the SMPs were shown to have the potential to encourage the implementation of a postmodern mathematics curriculum.
McNeely, Casey, "Lost in Politics and Standardization: Exploring the Standards for Mathematical Practice in a Postmodern Mathematics Curriculum" (2016). Electronic Theses & Dissertations. 1511.
Research Data and Supplementary Material