NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ883792
Record Type: Journal
Publication Date: 2010
Pages: 36
Abstractor: As Provided
Reference Count: 91
ISBN: N/A
ISSN: ISSN-0002-8312
The Co-Construction of Opposition in a Low-Track Mathematics Classroom
Hand, Victoria M.
American Educational Research Journal, v47 n1 p97-132 2010
Student opposition in school is traditionally cast in terms of individual dispositions, whereby particular students or groups of students are said to "resist" or "oppose" school structures and identities aligned with the dominant cultural group. The author examined instead how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions. Analysis of the classroom interaction revealed the emergence and escalation of a number of classroom practices that became oppositional. These practices were related to the nature of the mathematical activity, the framing and positioning of student participation in this activity, and multiple interpretations of student competence in and out of the classroom. The author found that classroom opposition is fostered by weak opportunities for meaningful mathematical engagement and the transformation of a polarized participation structure into an oppositional one. (Contains 4 tables and 4 extracts.)
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: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California