Student roles and mathematical competence in two contrasting elementary classes

This article focuses on a group of elementary students and their mathematics experiences in two classes in a city in the Southwestern region of the United States. The two classes featured mathematics lessons that were organised in contrasting ways. The purpose of the article is to examine students' views of their experiences in these different mathematics classes. The data for the analysis consist of audio taped individual interviews conducted with the eight students, videotaped lessons of their first grade class, and field notes of their second grade class. The author and a graduate student conducted the individual interviews during the elementary students' second grade year. Through a focus on identity and competence, the analysis presents insights in relation to how students make sense and talk about what competence entailed in the different classes of which they are members. [Author abstract, ed]