ERIC Number: EJ1051943
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 41
From Getting "Fired" to Becoming a Collaborator: A Case of the Coconstruction of Identity and Engagement in a Project-Based Mathematics Classroom
Langer-Osuna, Jennifer M.
Journal of the Learning Sciences, v24 n1 p53-92 2015
This article investigates the coconstruction of student identity and engagement in the case of a 9th grader in a project-based algebra classroom that afforded students a great deal of autonomy. The focal student, Terrance, utilized classroom resources to serve both project-related and social functions as he interacted with his peers during multiweek projects. As a result, his positioning within his group and patterns of engagement in the mathematics projects shifted dramatically across the academic year. The article ends with a discussion of student autonomy as a potentially powerful feature of hybrid classrooms.
Descriptors: Algebra, Mathematics Instruction, Active Learning, Student Projects, Grade 9, Learner Engagement, Self Concept, Personal Autonomy, Blended Learning, Secondary School Mathematics, High School Students, Statistical Analysis, Qualitative Research, Teacher Student Relationship, Trust (Psychology), Responsibility, Males, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Authoring Institution: N/A