Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces

Mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions.

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Bibliographische Detailangaben
Veröffentlicht in:	Journal for research in mathematics education 2013-01, Vol.44 (1), p.288-315
Hauptverfasser:	Esmonde, Indigo, Langer-Osuna, Jennifer M
Format:	Artikel
Sprache:	eng
Schlagworte:	African American Students California Classroom discussion Classroom interaction Cultural Differences Discourse Analysis Discussion (Teaching Technique) Equal Education Friendship Gender Differences Gender identity High School Students Hispanic American Students Homosexuality Interaction Intimacy Learning Mathematics Mathematics curricula Mathematics education Mathematics Instruction Mathematics Skills Mathematics teachers Power Structure Racial Differences Secondary School Mathematics Secondary school students Skateboarding Social interaction Student Diversity Student Participation Urban Schools Visual fixation White Students
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Beschreibung
Zusammenfassung:	Mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions.
ISSN:	0021-8251 1945-2306
DOI:	10.5951/jresematheduc.44.1.0288