Identity, Goals, and Learning: Mathematics in Cultural Practice

Nasir, Na’ilah Suad

doi:10.1207/s15327833mtl04023_6

Cited by 275 publications

(166 citation statements)

References 45 publications

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“…Instructors also observed students developing mathematical autonomy -reliance on their own thinking and no longer seeking validation from the instructor. The courses used instructional strategies for developing mathematical autonomy, such as creating opportunities for learners to develop and communicate good mathematical explanations, valuing all contributions, and seeing errors as opportunities for learning (Cobb, Gresalfi, & Hodge, 2009;Hodge, 2006;Hufferd-Ackles, Fuson, & Sherin, 2004;Nasir, 2002). This study, developed around a probability and statistics graduate-level course designed for PK-8 mathematics specialists, focused only on the probability aspect of the course.…”

Section: Methodsology Design and Research Questionsmentioning

confidence: 99%

Supporting Mathematics Coaches’ Learning of Probability through Professional Development Tasks

Enderson

Grant

Liu

2018

International Journal of Research in Education and Science

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Section: Methodsology Design and Research Questionsmentioning

confidence: 99%

Supporting Mathematics Coaches’ Learning of Probability through Professional Development Tasks

Enderson

Grant

Liu

2018

International Journal of Research in Education and Science

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“…From the sociocultural perspective, learning is understood as situated in contexts, and mediated by tools that include mathematical discourse. Important strands of sociocultural theory as applied to mathematics educational research include activity theory and/or cultural historical activity theory [29], situated cognition [30], and distributed cognition [31]. Socially constructed entities such as the culture within a mathematics class are conceptualized as communities of practice [32], activity systems [29], and/or figured worlds [33].…”

Section: Historical Roots Of Mathematics Educationmentioning

confidence: 99%

“…Important strands of sociocultural theory as applied to mathematics educational research include activity theory and/or cultural historical activity theory [29], situated cognition [30], and distributed cognition [31]. Socially constructed entities such as the culture within a mathematics class are conceptualized as communities of practice [32], activity systems [29], and/or figured worlds [33]. Identity is a key theoretical construct, produced through participation in cultural contexts and practices [29].…”

Section: Historical Roots Of Mathematics Educationmentioning

confidence: 99%

“…Socially constructed entities such as the culture within a mathematics class are conceptualized as communities of practice [32], activity systems [29], and/or figured worlds [33]. Identity is a key theoretical construct, produced through participation in cultural contexts and practices [29]. Analysis of learning from a sociocultural perspective has tended to focus on learning as mediated by tools, including discourse, and tends to be qualitative analysis of individuals and/or groups.…”

Section: Historical Roots Of Mathematics Educationmentioning

confidence: 99%

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Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

Lambert¹,

Tan²

2017

Preprint

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Students with disabilities are often framed as "the problem" and have limited opportunities to engage in standards based mathematics leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing theoretical perspectives, while for those without disabilities, problem solving was understood primarily through constructivist and sociocultural perspectives. While 86% of research on problem-solving including students with disabilities was quantitative, only 35% of research on students without disabilities was quantitative. 50% of problem-solving research on students without disabilities was qualitative, compared to only 6% of research on students with disabilities. Problem solving, then, is studied in very different ways for learners with and without disabilities. Students without disabilities are studied through close analysis of learning, often individual. Students with disabilities are most often studied quantitatively, in groups, with no analysis of individual thinking. By offering only a limited range of methods and theoretical orientations, this research divide reifies deficit constructions of students with disabilities.

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“…Martin (2007) showed the conflicts experienced by black African-American boys between their race and culture and the narratives of being a good mathematics student. Nasir (2002) reported how out-of-school activities that are popular within African-American youth (e.g., dominoes and basketball) are experienced as disconnected from school mathematics although they include significant mathematics. Oppland-Cordell and Martin (2014) extended this line of research to Latin@s' mathematical identity.…”

Section: Student Identitymentioning

confidence: 99%

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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Identity, Goals, and Learning: Mathematics in Cultural Practice

Cited by 275 publications

References 45 publications

Supporting Mathematics Coaches’ Learning of Probability through Professional Development Tasks

Supporting Mathematics Coaches’ Learning of Probability through Professional Development Tasks

Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

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