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Direct linkBoaler, Jo; Staples, Megan – Teachers College Record, 2008
Background/Context: School tracking practices have been documented repeatedly as having negative effects on students' identity development and attainment, particularly for those students placed in lower tracks. Despite this documentation, tracking persists as a normative practice in American high schools, perhaps in part because we have few models…
Descriptors: High Schools, Heterogeneous Grouping, Educational Change, Teaching Methods
Download full textBoaler, Jo – 1999
This paper continues the analysis of data from 3-year case studies of two United Kingdom schools presented in an earlier edition of the Journal of Research in Mathematics Education (v29, n1) in order to illustrate the use of a particular situated method of interpretation. Various classroom incidents are analyzed, demonstrating that the constraints…
Descriptors: Case Studies, Classroom Environment, Foreign Countries, High Schools
Peer reviewedBoaler, Jo – Journal for Research in Mathematics Education, 1998
Reports on three-year case studies of two schools using alternative mathematical teaching approaches. One used the traditional textbook approach and the other used open-ended activities at all times. Concludes that students who followed a traditional approach developed a procedural knowledge, while students who learned mathematics in an open…
Descriptors: Case Studies, Concept Formation, Educational Environment, Elementary Secondary Education
Peer reviewedBoaler, Jo – Gender and Education, 1997
Uses case study data from two British schools for grades 9 through 11 (160 students and 109 students) to show the way in which girls link their mathematics underachievement not to themselves but to the type of mathematics that is commonly taught in the United Kingdom, which they believe denies them access to understanding. (SLD)
Descriptors: Access to Information, Adolescents, Case Studies, Comprehension
Peer reviewedBoaler, Jo – Educational Studies in Mathematics, 1999
Illustrates the use of a particular situated method of interpretation in the analysis of data from three-year case studies of two schools. Analyzes various classroom incidents demonstrating that the particular constraints and affordances of formalized mathematics classrooms to which students become attuned contribute to the development of learning…
Descriptors: Case Studies, Community Attitudes, Elementary Secondary Education, Knowledge Level
Goos, Merrilyn, Ed.; Brown, Ray, Ed.; Makar, Katie, Ed. – Mathematics Education Research Group of Australasia, 2008
This document presents the proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of this conference is "Navigating Currents and Charting Directions." The theme reminds us that, although we are constantly pushed to account for the quality and impact of our research, we…
Descriptors: Feedback (Response), Constructivism (Learning), Educational Development, Practicums
