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ERIC Number: ED476091
Record Type: Non-Journal
Publication Date: 2002-Jul
Pages: 9
Abstractor: N/A
Reference Count: N/A
The Development of Disciplinary Relationships: Knowledge, Practice, and Identity in Mathematics Classrooms.
Boaler, Jo
In this paper I will trace a path through three different studies of mathematics learning in England and the United States. As different analytical lenses are cast upon students' experiences I will propose that notions of mathematical capability expand beyond knowledge, to include mathematical practices and the identities these encourage. Further that different classroom practices encourage students to develop different relationships with the discipline of mathematics that impact their capability in profound ways. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom