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ERIC Number: EJ1217073
Record Type: Journal
Publication Date: 2019-Jul
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: N/A
Two Views of Culture and Their Implications for Mathematics Teaching and Learning
Hodge, Lynn Liao; Cobb, Paul
Urban Education, v54 n6 p860-884 Jul 2019
In this article, the authors present an analysis of two views of culture reflected in equity scholarship and their implications on research and mathematics teaching. In doing so, they draw on two interrelated theoretical orientations to describe instructional practices that support equitable learning opportunities in mathematics classrooms. These two orientations are grounded in contrasting views of culture. They discuss the contributions of and the tensions associated with each orientation, and argue for a research agenda that focuses primarily on what is called the Cultural Participation Orientation. In addition, the authors discuss the usefulness of drawing on both orientations in understanding equitable instructional practices in urban mathematics classrooms.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: REC9902982; ESI0554535