How Ms. Mayen and Her Students Co-Constructed Good-at-Math

Autor/in	Ruef, Jennifer
Titel	How Ms. Mayen and Her Students Co-Constructed Good-at-Math
Quelle	In: Journal for Research in Mathematics Education, 52 (2021) 2, S.152-188 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Skills; Behavior Standards; Social Behavior; Mathematics Teachers; Professional Autonomy; Personal Autonomy; Power Structure; Grade 6; Identification; Middle School Students; Middle School Teachers + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Social behaviour; Soziales Verhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Berufsfreiheit; Individuelle Autonomie; School year 06; 6. Schuljahr; Schuljahr 06; Identifikation; Identifizierung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	What does it mean to be "good-at-math," and how is it determined? Cobb et al. (2009) defined the normative identity of mathematics classrooms as the obligations that students must meet to be considered good-at-math. Obligations are negotiated between teachers and students through series of bids. Normative identities reveal distributions of agency and authority within classrooms, which affect learning opportunities for students. Traditionally, mathematics teachers held the predominance of agency and authority in classrooms. Research supports shifting toward more equitable teaching and learning (e.g., National Council of Teachers of Mathematics, 2018). Clear examples of enacting and supporting changes are helpful. This article shares how sixth-grade students and their teacher co-constructed good-at-math to invite and obligate students to become active agents in mathematical argumentation. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: nctm@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01