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Culture contextualisation of mathematics instruction. A draw a scientist test (DAST) analysis
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 class...
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| Format: | Thesis |
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AUC Knowledge Fountain
2018
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| _version_ | 1867613418245062656 |
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| access_status_str | Open Access |
| author | Makramalla, Mariam |
| author_browse | Makramalla, Mariam |
| author_facet | Makramalla, Mariam |
| author_sort | Makramalla, Mariam |
| collection | Thesis |
| dc_rights_str_mv | 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. |
| description | 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. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2410 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:48.888Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2410 Culture contextualisation of mathematics instruction. A draw a scientist test (DAST) analysis Makramalla, Mariam 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. 2018-01-26T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1410 https://fount.aucegypt.edu/context/etds/article/2410/viewcontent/Makramalla_FinalThesis.pdf 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. Theses and Dissertations AUC Knowledge Fountain contextualization mathematics pedagogy social cognitive theory power dynamics |
| spellingShingle | contextualization mathematics pedagogy social cognitive theory power dynamics Makramalla, Mariam Culture contextualisation of mathematics instruction. A draw a scientist test (DAST) analysis |
| title | Culture contextualisation of mathematics instruction.
A draw a scientist test (DAST) analysis |
| title_full | Culture contextualisation of mathematics instruction.
A draw a scientist test (DAST) analysis |
| title_fullStr | Culture contextualisation of mathematics instruction.
A draw a scientist test (DAST) analysis |
| title_full_unstemmed | Culture contextualisation of mathematics instruction.
A draw a scientist test (DAST) analysis |
| title_short | Culture contextualisation of mathematics instruction.
A draw a scientist test (DAST) analysis |
| title_sort | culture contextualisation of mathematics instruction a draw a scientist test dast analysis |
| topic | contextualization mathematics pedagogy social cognitive theory power dynamics |
| url | https://fount.aucegypt.edu/etds/1410 https://fount.aucegypt.edu/context/etds/article/2410/viewcontent/Makramalla_FinalThesis.pdf |
| work_keys_str_mv | AT makramallamariam culturecontextualisationofmathematicsinstructionadrawascientisttestdastanalysis |