Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms

By Melissa S. Gresalfi. 2009

182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0f566be97e3321c0aa096670effa73216718e74c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, background): “Learning as Identity Over the last 15 years, researchers have shown that learning is not just about accumulating knowledge; it is about the formation of an identity (Gresalfi, 2009; Heyd-Metzuyanim & Sfard, 2012).”
Engaging in Science: A Feeling for the Discipline (2016, background): “This, we posit, supports and contributes to findings on the role of classroom ecology, including classroom norms, interactional dynamics, and discursive practices, in the accomplishment of disciplinary identities and disciplinary dispositions in learning (Gresalfi, 2009; Lehrer, 2009; Varelas, Marti”
A review of Instruments Created to Assess Affect in Mathematics (2010, unknown): “Consistent with the perception of affect in the field of psychology, scholars in mathematics have referred to affect as motivation (Chouinard & Roy, 2008; Shin, Lee, & Kim, 2009), dispositions (Fennema & Sherman, 1976; Gresalfi, 2009), emotions (Davis, 2007; Else-Quest, Hyde, & Hejmadi, 2008; Frenze”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “Others have looked at opportunities to learn more broadly, in terms of what sort of engagement and social positioning is offered by certain classroom practices and how those afford or constrain opportunities to learn in school mathematics (Esmonde et al. 2009; Gresalfi 2009; Nasir and Hand 2008).”
Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, methodology): “Gresalfi (2009) later operationalized dispositions in relation to two classroom components—students working with content and with peers.”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “They are each what Gresalfi (2009) would describe as an “individual-with-context theory” (p. 330; see also Sinatra et al., this issue): They develop in the relation or interaction between a person and the environment (e.g., Appleton, Christenson, & Furlong, 2008; Barron, 2006; Hidi & Renninger,…”
Coding Classroom Interactions for Collective and Individual Engagement (2015, background): “Engagement in learning is defined as disciplinary-specific practice within the context of the subject class (Engle & Conant, 2002; Gresalfi, 2009; Herrenkohl & Guerra, 1998).”
Lines of Practice: A Practice-Centered Theory of Interest Relationships (2011, background): “Sociocultural perspectives concur that people develop long-term dispositions (eg, Gresalfi, 2009 ; Gresalfi & Cobb, 2006 ) to engage certain activities for their intrinsic qualities but, in addition, stress the inextricably social roots of people's growing selves ( Vygotsky, 1978 ).”
Achieving Alignment of Perspectival Framings in Problem-Solving Discourse (2012, methodology): “Details of this setting and data collection were presented in Gresalfi (2004, 2009).”