Abstract

This work intends to study preparatory school students’ perception of mathematics instruction within the local context of the Egyptian teaching and learning culture. The target is to unveil some insight about the power dynamics between teacher and student as well as amongst the students in the classroom. To address students’ perceptions of their own classroom mathematics pedagogy, the study adopts a sequential double filter integration method that is founded in literature. This method seeks to interpret preparatory school students’ drawings in response to a given prompt. The analysis unveils an apparent paradox in relation to the classroom power dynamics that is perceived by students. The results are then addressed and further synthesized with the help of a contextual understanding of the wider cultural framework. In addition to that, some principles of the social cognitive theory also serve as a platform for explaining the results. Future work needs to consider adopting the results of this study as part of a contextual comparative analysis; contrasting classroom power dynamics of different teaching and learning environments.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Fall 1-26-2018

Submission Date

January 2016

First Advisor

El Deghaidy, Heba

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Skaggs, Jennifer

Committee Member 2

NA

Committee Member 3

NA

Extent

101 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Comments

AL Alfi Foundation

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