Peer reviewed
Direct linkERIC Number: EJ1013756
Record Type: Journal
Publication Date: 2013-Jan
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces
Esmonde, Indigo; Langer-Osuna, Jennifer M.
Journal for Research in Mathematics Education, v44 n1 p288-315 Jan 2013
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. (Contains 5 excerpts and 2 footnotes.)
Descriptors: Mathematics Instruction, Student Participation, Discussion (Teaching Technique), High School Students, Secondary School Mathematics, Racial Differences, Gender Differences, African American Students, Mathematics Skills, Discourse Analysis, Student Diversity, Power Structure, Urban Schools, Interaction, White Students, Homosexuality, Hispanic American Students, Equal Education, Friendship, Intimacy, Cultural Differences
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A
