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Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces

Indigo Esmonde and Jennifer M. Langer-Osuna 

January 2013, Volume 44, Issue 1, Page 288

Abstract:
Mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions.

Keywords:
Gender
Grades 9-12
Discourse Analysis