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ERIC Number: EJ864731
Record Type: Journal
Publication Date: 2009
Pages: 43
Abstractor: As Provided
Reference Count: 81
ISSN: ISSN-1050-8406
Taking up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms
Gresalfi, Melissa Sommerfeld
Journal of the Learning Sciences, v18 n3 p327-369 2009
This article presents an analysis of how students' dispositions toward learning shift and change over time through their engagement with particular classroom practices and identifies classroom practices that support the development of more productive dispositions. An analysis of 4 purposefully selected students from 2 different classrooms reveals that membership in a classroom activity system does not "determine" one's emergent disposition toward learning. However, it is likely that similar types of dispositions might emerge within a single classroom activity system. The analysis further seeks to understand the mechanisms that underlie the ways in which dispositions are enacted in moments of interaction, and how aspects of classroom practice impact this enactment. The findings support the argument that social, affective, and motivational factors are not simply "influences" on learning but are, instead, central to and inseparable from the learning process. (Contains 3 tables, 7 figures and 6 excerpts.)
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 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A