An interpretive scheme for analyzing the identities that students develop in mathematics classrooms

By Paul Cobb, Melissa S. Gresalfi, Lynn Hodge. 2009

351 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/06a3982c234d5087093070f29c6bd901a3e79909

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Citations in the corpus

Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn (2011, background): “A focus on problem solving has been shown to support students' understanding of key mathematical ideas ( Carpenter, 1985 ; Empson, 2003 ) and to foster productive dispositions toward the subject matter ( Carpenter, Fennema, Peterson, Chiang, & Loef, 1989 ; Franke & Carey, 1997 ) and toward the stu”
Students' Mathematical Noticing. (2013, methodology): “First, we watched each lesson in the reduced classroom data set and made a list of “general classroom obligations” for both students and teachers, inferred from the classroom dialogue and activity (Cobb et al., 2009, p. 52).”
The Culture of Exclusion in Mathematics Education and Its Persistence in Equity-Oriented Teaching (2017, background): “Instead, they are restricted to receiving theorems, formulas, and other prepackaged mathematical knowledge (as found by, e.g., Boaler & Greeno, 2000; Cobb et al., 2009; Gresalfi, Martin, Hand, & Greeno, 2009; Schoenfeld, 1988).”
Negotiating Identities for Mathematics Teaching in the Context of Professional Development (2011, methodology): “Evidence that the teachers were fulfilling obligations for themselves in one of these settings indicates that were identifying with the expectations of either institutional authorities or colleagues in the teacher group (cf. Cobb et al., 2009).”
A framework for analyzing the collaborative construction of arguments and its interplay with agency (2012, unknown): “agency (Boaler & Greeno, 2000; Cobb et al., 2009).”
English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities (2013, background): “We contend that teachers’ frequent invitations to other members of the classroom community to consider ELs’ ideas illustrates a kind of interactive positioning (Davies & Harré, 1990) that is particularly consequential for how students come to see themselves and their EL peers as mathematical thinker”
“Noticing” as an Alternative Transfer of Learning Process (2012, methodology): “Finally, in the fourth analytic pass, the nature of the mathematical activity of each classroom was identified through a description of the particular expectations governing students' and teachers' roles that seemed to contribute to the emergence of centers of focus (following Cobb, Gresalfi, & H”