id: 06571534
dt: j
an: 2016c.00174
au: Sengupta-Irving, Tesha
ti: Doing things: organizing for agency in mathematical learning.
so: J. Math. Behav. 41, 210-218 (2016).
py: 2016
pu: Elsevier, New York, NY
la: EN
cc: C33 C73 D53 D43
ut: agency; curriculum; learning
ci:
li: doi:10.1016/j.jmathb.2015.10.001
ab: Summary: In the United States, school mathematics generally fails to help
students see themselves as capable of impacting their world ‒ a
perspective Freire argues defines human agency. This analysis draws
from a five-week Algebra intervention for middle school students
($n=46$) designed to promote agency through collaborative mathematical
activity. Typically, students identified as underperforming (as most in
this intervention were), teachers revert to procedural, low-level
instruction. In contrast, this intervention was designed around tasks
of high cognitive demand that required visual or symbolic
representation of algebraic concepts. Qualitative coding of student
interviews ($n=46$) confirm the design principles of authority, agency
and collaboration were positively impactful for students. In
particular, interviews evidence a changing perspective from math as
boring to the possibility of math as comingling intellectual challenge
and personal enjoyment. These results are traced to the design
principles and in particular, the focus on organizing for agency.
rv: