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ERIC Number: EJ913964
Record Type: Journal
Publication Date: 2011
Pages: 40
Abstractor: As Provided
ISSN: ISSN-1050-8406
Approaching Participation in School-Based Mathematics as a Cross-Setting Phenomenon
Jackson, Kara
Journal of the Learning Sciences, v20 n1 p111-150 2011
This article reports on an ethnographic study of a 10-year-old's pursuit of school-based mathematics across school and home to suggest that participating in school-based mathematics is a cross-setting phenomenon in at least 2 ways. First, I illustrate how accomplishing school-based mathematics literally extends into the home and how individuals recruit resources from their histories of participation in alternative settings to accomplish the work of school-based mathematics. Second, I show how a youth's social identification in the classroom is shaped by his teacher's partial accounts of how learning is arranged for in the home. Approaching participation in school-based mathematics as a cross-setting phenomenon illustrates the complexity inherent in participating in schooling and raises questions about how to coordinate schooling across school and home settings. (Contains 5 footnotes and 4 figures.)
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 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A