id: 06254681
dt: j
an: 2014b.00213
au: Chan Turrou, Angela; Henriquez Fernandez, Cecilia
ti: Mathematical proficiency and perseverance in action: the case of Maria and
Andrew.
so: J. Math. Educ. Teach. Coll. 3, No. 2, 67-73 (2012).
py: 2012
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: C70 C20 C30 D30
ut: educational research; case study; classroom observation; grade 2; learning;
mathematical ability; common core state standards for mathematics;
mathematical ability; knowledge; gifted; mathematical proficiency;
equity; classroom discourse; student attitudes; perseverance; academic
careers; student characteristics; student-student interaction;
teacher-student interaction; learning environment; learning environment
ci:
li: http://journals.tc-library.org/index.php/matheducation/article/view/874
ab: Summary: In response to an expanding definition of mathematical
proficiency, educators must attend to what mathematically proficient
students should know as well as what they should do. As students are
asked to struggle and wrestle with mathematics, educators should expect
that students demonstrate perseverance through engagement with
difficult mathematics. This has significant implications for seeing
one\rq s self as a learner and doer of mathematics, particularly for
those with historically limited access to mathematics-related
opportunities. A case study analysis of a pair of students in a second
grade classroom engaged in algebraic reasoning revealed a striking
example of perseverance in action that supports mathematical learning.
Analysis of classroom discourse across the classroom revealed the
social and sociomathematical norms of the classroom that supported such
perseverance. Developing mathematically proficient students who
persevere has widespread implications as it is those who see themselves
as doers of mathematics who have the most access to future educational
and economic opportunities.
rv: