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ERIC Number: EJ1051943
Record Type: Journal
Publication Date: 2015
Pages: 40
Abstractor: As Provided
ISSN: ISSN-1050-8406
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A