Literaturnachweis - Detailanzeige
| Autor/inn/en | Voigt, Matthew; Wynn, Lynda; Bjorkman, Katie; Lo, Stanley M. |
|---|---|
| Titel | Illustrating Student Mathematics Identities through a Network of Identity Frameworks |
| Quelle | In: PRIMUS, 33 (2023) 5, S.487-501 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Voigt, Matthew) ORCID (Wynn, Lynda) ORCID (Bjorkman, Katie) ORCID (Lo, Stanley M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1051-1970 |
| DOI | 10.1080/10511970.2022.2082614 |
| Schlagwörter | Undergraduate Students; Self Concept; Mathematics Education; College Mathematics; Calculus; Introductory Courses; Mathematics Skills; Problem Solving; Communities of Practice |
| Abstract | In this paper, we briefly introduce three theoretical frameworks for mathematical identity and why they matter to practitioners teaching undergraduate mathematics courses. These frameworks are narrative identities, communities of practice, and figured worlds. After briefly describing each theory, we provide examples of how each framework can be used to interpret or inform classroom discourses by applying the framework to a selected transcript from a student-centered mathematics project called the Catwalk problem. We summarize how an awareness of students' forming mathematical identities can be used positively in the undergraduate classroom to help educators support students to form productive mathematical identities. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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