
06254681
j
2014b.00213
Chan Turrou, Angela
Henriquez Fernandez, Cecilia
Mathematical proficiency and perseverance in action: the case of Maria and Andrew.
J. Math. Educ. Teach. Coll. 3, No. 2, 6773 (2012).
2012
Teachers College (TC), Columbia University, New York, NY
EN
C70
C20
C30
D30
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
studentstudent interaction
teacherstudent interaction
learning environment
learning environment
http://journals.tclibrary.org/index.php/matheducation/article/view/874
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 mathematicsrelated 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.