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An Archaeological/Genealogical Historical Analysis of the National Council of Teachers of Mathematics Standards Documents

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An Archaeological/Genealogical Historical Analysis of the National Council of Teachers of Mathematics Standards Documents Georgia State University ScholarWorks @ Georgia State University Department of Middle-Secondary Education and Middle-Secondary Education and Instructional Instructional Technology (no new uploads as of Technology Dissertations Jan. 2015) Spring 5-17-2013 An Archaeological/Genealogical Historical Analysis of the National Council of Teachers of Mathematics Standards Documents Erika C. Bullock Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/msit_diss Recommended Citation Bullock, Erika C., "An Archaeological/Genealogical Historical Analysis of the National Council of Teachers of Mathematics Standards Documents." Dissertation, Georgia State University, 2013. https://scholarworks.gsu.edu/msit_diss/110 This Dissertation is brought to you for free and open access by the Department of Middle-Secondary Education and Instructional Technology (no new uploads as of Jan. 2015) at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle-Secondary Education and Instructional Technology Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, AN ARCHAEOLOGICAL/GENEALOGICAL HISTORICAL ANALYSIS OF THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS STANDARDS DOCUMENTS, by ERIKA CATHERINE BULLOCK, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. The Dean of the College of Education concurs. _________________________________ _________________________________ David Stinson, Ph.D. Stephanie Behm-Cross, Ph.D. Committee Chair Committee Member _________________________________ _________________________________ Elizabeth DeFreitas, Ph.D. Janice Fournillier, Ph.D. Committee Member Committee Member _________________________________ _________________________________ Philo Hutcheson, Ph.D. Pier Junor Clarke, Ph.D. Committee Member Committee Member _________________________________ Date _________________________________ Dana L. Fox, Ph.D. Chairperson, Department of Middle-Secondary Education and Instructional Technology _________________________________ Paul Alberto, Ph.D. Interim Dean College of Education AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involved potential financial gain will not be allowed without my written permission. _____________________________________________ Erika Catherine Bullock NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is Erika Catherine Bullock 5526 Somervale Court Douglasville, GA 30134 The director of this dissertation is Dr. David W. Stinson Department of Middle-Secondary Education and Instructional Technology College of Education Georgia State University Atlanta, GA 30303 CURRICULUM VITAE Erika Catherine Bullock ADDRESS: 5526 Somervale Court Douglasville, GA 30134 EDUCATION: Ph.D. 2013 Georgia State University Teaching and Learning with a concentration in Mathematics Education M.Ed. 2008 Georgia State University Mathematics Education B.S. 2002 Spelman College Computer Information Science PROFESSIONAL EXPERIENCE: 2009–present Graduate Research Assistant Georgia State University, GA 2008–2010 Mathematics Teacher McEachern High School, Cobb County School System, GA 2005–2008 Mathematics Teacher Cedar Grove High School, DeKalb County School System, GA 2004–2005 Server Operations Specialist Insight Global/Turner Broadcasting Systems, GA 2003–2004 Technical Support Specialist State Farm Insurance Company, GA PUBLICATIONS Bullock, E. C. (2012). Conducting “good” equity research in mathematics education: A question of methodology [Special issue]. Journal of Mathematics Education at Teachers College, 3(2), 30–36. Stinson, D. W., & Bullock, E. C. (2012). Transitioning into contemporary theory: Critical postmodern theory in mathematics education research. In L. R. van Zoest, J. –J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1163–1169). Kalamazoo, MI: Western Michigan University. Gholson, M. L., Bullock, E. C., & Alexander, N. N. (2012). On the brilliance of Black children in mathematics education: A response to a clarion call [Special issue]. Journal of Urban Mathematics Education, 5(1), 1–7. Stinson, D. W., & Bullock, E. C. (2012). Critical postmodern theory in mathematics education research: A praxis of uncertainty [Special issue]. Educational Studies in Mathematics, 80(1), 41–55. PRESENTATIONS (selected) Bullock, E. C. (2012, May). Foucault’s genealogy and presentism: Examining the intersections of theory and postmodern historiography, paper presented at the International Congress of Qualitative Inquiry, Urbana-Champaign, IL. Stinson, D. W., & Bullock, E. C. (2012, May). Critical postmodern methodology in mathematics education research: Opening previously unseen vistas for data collection, analysis, and representation, paper presented at the International Congress of Qualitative Inquiry, Urbana-Champaign, IL. Junor Clarke, P., & Bullock, E. C. (2012, April). “TIP”-ing through mathematics teacher education: A triadic approach to teacher preparation, paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. Stinson, D. W., & Bullock, E. C. (2012, April). A praxis of uncertainty in mathematics education research, paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada. Junor Clarke, P., Bullock, E. C., & Feinberg, J. (2012, March). Relationship building from the front line: Supporting pre-service mathematics teachers in urban professional development schools, paper presented at the Professional Development Schools National Conference, Las Vegas, NV. Bullock, E. C., & Hennings, J. (2011, October). The public stories of mathematics educators, session facilitated at the annual meeting of the Georgia Council of Teachers of Mathematics, Eatonton, GA. Stinson, D. W., & Bullock, E. C. (2011, July). Critical postmodern theory in mathematics education research: A praxis of uncertainty, paper presented at the Mathematics Education and Contemporary Theory Conference, Manchester, United Kingdom. HONORS AND AWARDS (selected) Southern Regional Education Board Doctoral Scholars Program Dissertation Award; $20,000; submitted February 2012; awarded July 2012 Georgia State University College of Education Dean’s Doctoral Dissertation Award; $1,000; submitted March 2012; awarded April 2012 Georgia State University College of Education Department of Middle-Secondary Education and Instructional Technology Beverly J. Armento Doctoral Award; $1,000; submitted March 2012; awarded April 2012 PROFESSIONAL SOCIETIES AND ORGANIZATIONS (selected) 2009–present American Educational Research Association 2009–present Sisters of the Academy 2007–present Georgia Council of Teachers of Mathematics 2005–present National Council of Teachers of Mathematics ABSTRACT AN ARCHAEOLOGICAL/GENEALOGICAL HISTORICAL ANALYSIS OF THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS STANDARDS DOCUMENTS by Erika Catherine Bullock Since the mid-20th century in the United States, there have been several reform movements within mathematics education; each movement has been subject to its own unique socio-cultural and -political forces. The National Council of Teachers of Mathematics’ (NCTM) Standards documents—Curriculum and Evaluation Standards for School Mathematics (1989), Professional Standards for Teaching Mathematics (1991), Assessment Standards for School Mathematics (1995), and Principles and Standards for School Mathematics (2000)—not only represent the most recent of these reform movements but also the most enduring. Collectively, these documents have formed a discourse (cf. Foucault, 1969/1972)—Standards-based mathematics education—that has guided mathematics education through the 1990s and beyond. This study uses Foucaultian archaeological and genealogical methods (cf. Foucault, 1969/1972, 1975/1995) to explore Standards-based mathematics education as a “discursive formation” (Foucault, 1969/1972) and the complex power relations (cf. Foucault, 1976/1990) that made it possible for the formation to become The discourse of school mathematics,
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