Winner: Education (Graduate)
Co-author: Candace Walkington
Abstract (click to view)
Mathematics experienced by students can be derived from the contextually situated "real world" experiences of the educator, which is typically White and middle class and not a reflection of the demographics of many classrooms in the United States. Activities where students find connections to their lives and interests have shown promise in enhancing student performance and experiences in mathematics classrooms. In this study, mathematics funds of knowledge are assessed in a novel survey instrument, reinforcing the salience of relating math experiences to students' lives and acknowledging skills and knowledge originating from experiences outside of the math classroom.
Tiffini Pruitt-Britton
Program: PhD in Education
Faculty mentor: Annie Wilhelm
This was an interesting study to answer some important research questions.
Tiffini, awesome presentation! I’ve enjoyed learning about mathematics funds of knowledge from you. The MFOKS measure has potential to be an important contribution to the field of education!