Term of Award

Fall 2016

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Julie Garlen

Committee Member 1

Daniel Chapman

Committee Member 2

Ming Fang He

Committee Member 3

Wendy Sanchez

Abstract

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.

Research Data and Supplementary Material

No

Share

COinS