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The social construction of authority among peers and its implications for collaborative mathematics problem solving. (English)
Math. Think. Learn. 18, No. 2, 107-124 (2016).
Classification: C60 D50
1
Student agency and counter-narratives in diverse multilingual mathematics classrooms: challenging deficit perspectives. (English)
Barwell, Richard (ed.) et al., Mathematics education and language diversity. The 21st ICMI study. Cham: Springer (ISBN 978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series, 163-173 (2016).
Classification: C50 D40 C30
2
“I’m trying to figure this out. Why don’t you come up here?”: heterogeneous talk and dialogic space in a mathematics discussion. (English)
ZDM, Math. Educ. 47, No. 7, 1313-1322 (2015).
Classification: C53 D43 C73
3
Linear equations and rap battles: how students in a wired classroom utilized the computer as a resource to coordinate personal and mathematical positional identities in hybrid spaces. (English)
Math. Educ. Res. J. 27, No. 1, 51-64 (2015).
Classification: U70 D40 C70 C60
4
Power in numbers: student participation in mathematical discussions in heterogeneous spaces. (English)
J. Res. Math. Educ. 44, No. 1, 288-315 (2013).
Classification: C70 C60
5
How Brianna became bossy and Kofi came out smart: understanding the trajectories of identity and engagement for two group leaders in a project-based mathematics classroom. (English. French summary)
Can. J. Sci. Math. Technol. Educ. 11, No. 3, 207-225 (2011).
Classification: C20 C40 D40
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