An Interpretive Scheme for Analyzing the Identities That Students Develop in Mathematics Classrooms
Paul Cobb; Melissa Gresalfi; Lynn Hodge
January 2009, Volume 40, Issue 1, Page 40
The primary purpose in this article is to propose an interpretive scheme for analyzing the identities that students develop in mathematics classrooms that can inform instructional design and teaching.
Linking Research and Practice
Equity / Diversity / Special Needs