Through the Rearview Mirror: Excavating the Biographical Roots of Equity-Focused Mathematics Teaching

About This Study

This autoethnographic concurrent convergent mixed methods dissertation study examines how lived experiences as a mathematics educator shape pedagogical approaches to equity and access. Situated within EDPS 936: Mixed Methods Research, the study focuses on students retaking Algebra 1—a course that functions as both gateway and gatekeeper in K–12 mathematics pathways. A web-based Dissertation Tracker serves as both research tool and primary data source, capturing reflective field notes, instructional decisions, and emerging patterns across two convergent strands: qualitative autoethnographic narrative and quantitative tracker data. The two strands are developed independently and then integrated at the interpretation phase, with the researcher’s own biography as the connective thread.

EDPS 936 Portfolio

Study Components

Hover over or focus a card to preview the section. Click to open it. Sections are added as the semester progresses.

Complete

Research Topic Background

Contextualizing Algebra 1 as a site of equity and access.
Complete

MMR Definition

Defining mixed methods research from personal and scholarly foundations.
In Progress

MMR Rationale & Positioning

Justifying a concurrent convergent design within autoethnographic inquiry.
In Progress

Purpose Statement & Research Questions

Defining the study’s central aims and guiding questions.
In Progress

Procedural Diagram

Visual map of the concurrent convergent mixed methods design.
In Progress

Joint Display

Joint display for an autoethnographic dissertation proposal.
Coming Soon

Article Analysis

Critical syntheses of key methodological and theoretical sources.
In Progress

References

APA-formatted bibliography, updated as the study grows.