Share
Pin it!
Google Plus




Subscriber? Sign in to access.


 

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

Abstract:
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.

Keywords:
Linking Research and Practice
Article
Curriculum Developer
Conceptual Development
Communication
Grades 6-8
Higher Education
Higher Education
Equity / Diversity / Special Needs
Teacher