id: 06454526
dt: j
an: 2015d.00245
au: Esmonde, Indigo; Langer-Osuna, Jennifer M.
ti: Power in numbers: student participation in mathematical discussions in
heterogeneous spaces.
so: J. Res. Math. Educ. 44, No. 1, 288-315 (2013).
py: 2013
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: C70 C60
ut: student participation; discussion; racial differences; gender differences;
African American students; mathematics skills; discourse analysis;
student diversity; urban schools; interaction; white students; Hispanic
American students; equity; cultural differences
ci:
li: http://www.nctm.org/publications/article.aspx?id=35221
ab: Summary: In this article, mathematics classrooms are conceptualized as
heterogeneous spaces in which multiple figured worlds come into
contact. The study explores how a group of high school students drew
upon several figured worlds as they navigated mathematical discussions.
Results highlight 3 major points. First, the students drew on 2 primary
figured worlds: a mathematics learning figured world and a figured
world of friendship and romance. Both of these figured worlds were
racialized and gendered, and were actively constructed and contested by
the students. Second, these figured worlds offered resources for 1
African American student, Dawn, to position herself powerfully within
classroom hierarchies. Third, these acts of positioning allowed Dawn to
engage in mathematical practices such as conjecturing, clarifying
ideas, and providing evidence.
rv: