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The Fake Mathematical Mindsets of Preservice Teachers
Get PDFMany students have a fixed mindset, as do some teachers. Recently I accidentally discovered that most of the preservice elementary teachers in my class were faking their mindset and pretending that they had a growth mindset. This raises a variety of questions, such as, will this follow a fake it until you make it track
Dream Series
Get PDFDream Series converge to numbers we cannot analyze. They exist, like dreams, but resist attempts to put them into order
Equity for Multilingual Learners: An Analysis of Long-Term English Learners’ Opportunities to Engage in Mathematical Discourse
Get PDFThis qualitative case study explored the opportunities provided to long-term English learners (LTELs) to engage in mathematical discourse in Algebra I classrooms. LTELs face persistent academic barriers, particularly in mathematics, where they demonstrate lower mathematic achievement, higher course repetition, and limited access to college-preparatory courses. This study addressed these equity concerns by examining how discourse practices in Algebra I can support both mathematical understanding and academic language development for LTELs. Guided by Vygotsky’s (1978) sociocultural theory and Moschkovich’s (2015) framework of academic literacy in mathematics, the study focused on discourse as a mediational tool for conceptual understanding and language acquisition. Data were collected from two high school Algebra I classrooms in an urban California district through classroom observations using a modified Mathematics Classroom Observation Protocol for Practices (MCOP2), student and teacher interviews, and student focus groups. Findings indicate that while teachers intended to promote discourse, opportunities were often limited by instructional pacing and uneven student engagement. LTELs were more likely to participate in low-stakes interactions or one-on-one teacher support but were hesitant to share publicly due to anxiety, language barriers, and peer dynamics. This study suggests that LTELs may benefit from structured, supportive opportunities to engage in mathematical discourse, which can promote both academic achievement and language proficiency. Recommendations include professional learning for teachers on discourse-rich practices and policy shifts to address LTEL needs in secondary mathematics
Writing as Survival: Uncovering How Students Understand Antiracist Writing Assessment Practices in the Community College Composition Classroom
Get PDFThe theory and practice of antiracist writing assessment ecologies (Inoue and Poe, 2020) emerged as a way to address and counteract the white, middle-class language norms that have dominated ethnically and linguistically diverse writing classrooms since at least the 1960s. Though social-justice and equity-focused teaching practices have emerged to empower ethnically and linguistically diverse students, writing studies scholars have observed the notion of Standard English or “academic language” still persists and privileges white, middle-class ways of languaging (Greenfield, 2011; Elbow, 2012; Inoue, 2014; Baker-Bell, 2020). At best, students of ethnically and linguistically diverse backgrounds learn they must code-switch for writing assessments in order to receive high grades. At worst, these students experience disproportionately higher failures rates in K-16. Because writing assessments are the site where a student’s writing labor is given an explicit value, Inoue (2014) theorized that addressing a classroom\u27s writing assessment ecology, an interconnected system of seven traits, would help improve equity outcomes for students. Although there is an emerging body of empirical research on the impact of antiracist writing assessment ecologies, more research is needed on students’ perspectives and how these practices impact students’ understanding of language, writing, writing identity, and their identity as scholars. The purpose of this study was to uncover community college students’ perspectives and experiences with antiracist assessment practices and uncover their effect on students’ understanding of language, writing, and writing identity. By centering this research on the voices of ethnically diverse students who attended a Southern California community college where the English faculty participated in antiracist assessment ecology workshops, this study offered important insights into the implementation of antiracist assessment ecologies. In this phenomenological qualitative study, I completed 20 semi-structured interviews with community college students from diverse racial and linguistic backgrounds, who all took English with a professor who participated in antiracist assessment ecology workshops. I asked participants about their experiences and perspectives on culturally authentic and academic ways of writing in their English class. The research revealed three findings. First, participants described a sharp contrast between the formulaic, standardized assessment practices of their K-12 education and the more culturally affirming, student-centered environments of their college English course. Second, participants reported how antiracist assessment practices built a strong pedagogical infrastructure in the classroom, grounded in a strong sense of classroom community and intellectual safety. Third, participants expressed feelings of empowerment, as they felt more seen, valued, and worthy to share their authentic voices – experiences that reshaped their understanding of writing, and themselves as writers and students. The dissertation offers implications for research, policy, and practice of antiracist assessment ecologies in the classroom. Based on the responses from participants, this study highlighted the importance for K-12 schools and higher education institutions to engage in ongoing reflection about how antiracist writing practices can challenge dominant linguistic norms and promote equity in institutional settings. The findings have implications for instructors, departments, and policymakers aiming to cultivate more just and inclusive educational environments. By foregrounding student perspectives, this dissertation affirms the critical role of antiracist assessment in shaping educational access, identity, and success for ethnically and linguistically diverse students
Geometric Dimensionality Reduction
No full textThe emergence of AI models developed through computationally intensive training has resulted in a surge of research into dimensionality reduction techniques that spans across numerous mathematical disciplines. In this thesis we establish Geometric Dimensionality Reduction, a non-linear data compression technique that utilizes low dimensional manifolds embedded in dimensional spaces to form composite contraction-and-projection maps. Geometric Dimensionality Reduction is predominantly demonstrated through a novel algorithm entitled LGE (Livschitz-Gu-Eyunni) that utilizes Multicomplex rotation groups and polyspherical coordinates to define a single tuneable logarithmic map from ℝ 2푛 to ℝ 푛+1 with deterministic time complexity, geometric tunability, and semi-reversibility. Significant breakthroughs in the dissertation include deriving a closed form solution to the contraction map from ℝ 4 onto a constrained 푆 3 ; as well as reducing the generalized problem, projecting points embedded in ℝ 2푛 onto a parametrized 푆 2푛−1 , to solving 푛 non-linear equations. Additionally, a set of preconditioning measures have been defined that optimize clustering fidelity through invertible coordinate rotations. Contemporary methods of dimensionality reduction such as UMAP (Uniform Manifold Approximation & Projection) and t-SNE (t-distributed Stochastic Neighbor Embedding) suffer from irreversibility, hyperparameter tuning sensitivity, and computationally costly internal processes. Even LLE (Local Linear Embedding), which is designed to reduce the embedding dimension of intrinsically lower dimensional data, is sensitive to noise & variance due to the reliance on derived weights from the original local neighborhood. With a focus on topologically reducing the dimension that data is embedded in, rather than statistically determining the intrinsic dimension of data itself, Geometric Dimensionality Reduction presents a compelling alternate framework to classical compression algorithms
EU (Legal) Statecraft in an Age of Coercion
Get PDFHow has the European Union transformed its policy arsenal to counter coercion? This work introduces geo-legality—a condition wherein legal-normative authority counters external coercion—examining how the EU has redefined its self-defense amid contemporary rivalry between great powers (such as itself and China). Analyzing China’s 2021–2022 economic coercion against Lithuania, following Lithuania’s acceptance of a “Taiwanese Representative Office,” I demonstrate how targeted pressure catalyzed Brussels’ institutional innovation, including the Anti-Coercion Instrument, WTO litigation (DS-610), enhanced investment screening, and reforms to the Blocking Statute. Through process tracing, comparative jurisprudential analysis, and Delphi consultation with 23 EU institutional actors, the present work reveals how the EU as a mid-sized power may neutralize material coercion by institutionalizing legal counter-leverage and using regulatory precedents to lock in procedural advantages. Ultimately, the findings show that regulatory rule-setting has become the core terrain for contesting (geo-)strategic agency in contemporary global affairs and governance
Urban Welfare Divergence: An Analysis of the Factors Shaping Social Housing Policy in Berlin and Vienna
Get PDFAccording to Eurostat, property prices across the 27 members of the EU surged by 47% between 2010 and 2022, while rents increased by 18% during the same period. To mitigate the housing crisis, many governments have turned to social housing—affordable housing that is either government-owned or regulated—as a solution. This paper seeks to answer the following question: Why has Vienna adopted significantly more generous income thresholds for social housing eligibility compared to Berlin? In 2024, the highest income threshold for a four-person household to receive a residential entitlement certificate in Berlin (€57,640) was nearly identical to the threshold for a single-person household in Vienna (€57,600), illustrating a stark contrast in policy. The findings reveal that historical legacies, cultural attitudes, interest group dynamics, and issue framing play pivotal roles in shaping the divergent approaches to social housing in Berlin and Vienna, offering lessons for housing policy across Europe
Three Case Studies for Urban Renewal in the Post War American University: Situating Claremont in Urban Renewal Histories
No full textThis thesis explores three examples of urban renewal history at universities and colleges, highlighting prevailing logics and trends of displacement. By examining the University of Chicago and University of California, we gain an understanding of the sociopolitical climate for urban renewal. This thesis extracts knowledge from the mentioned universities and applies it to the local Claremont and the Arbol Verde community. This thesis situates Claremont as part of a greater national project as they practice urban renewal in service of power, prestige, and academic excellence
Infatuated with the Groove: The Funk as a Vehicle for Portraying Queer Narratives in Dance
No full text“The funk” encapsulates a music style and a feeling in and unto itself. This genre rose to fame through James Brown, and prior to the 1960s traces its origins to precolonial Africanist rhythm practices. At the root of this essence lies the funk impulse, an essence that moves us to dance and helps us reach internal liberatory states. Moreover, the funk impulse continues to imbue the art of contemporaries with resistance, passion, and magic. Both Janelle Monáe and Jungle incorporate the funk impulse into their various works. These multi-media spectacles, alongside others in the genre, inspired the premise of my dance thesis piece Infatuation, which chronicles a queer story of desire and detachment using funk as the vehicle