id: 05677047
dt: j
an: 2010b.00129
au: Grootenboer, Peter; Jorgensen (Zevenbergen), Robyn
ti: Towards a theory of identity and agency in coming to learn mathematics.
so: Eurasia J. Math. Sci. Technol. Educ. 5, No. 3, 255-266 (2009).
py: 2009
pu: Moment Publications, Denizli; International Society of Educational Research
(iSER), Ankara
la: EN
cc: C30 D20
ut: learning theory; identity; agency; working as a mathematician; theory of
mathematics education
ci:
li:
ab: Summary: In writing this paper we draw considerably on the work of Jo
Boaler and Leone Burton. Boalerâ€™s studies of classrooms have been
particularly poignant in alerting the mathematics education community
to a number of key features of successful classrooms, and how such
features can turn around the successes for students who traditionally
perform poorly in school mathematics. This is supplemented by the
recent work of Leone Burton who worked extensively with research
mathematicians in order to understand their communities and ways of
working. Collectively these two seminal works provide valuable insights
into potential ways to move the field of school mathematics forward. In
times when there is international recognition of the plight of school
mathematics, there is a need for new teaching practices that overcome
the hiatus of contemporary school mathematics.
rv: