A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom

By Paul Cobb, Lynn Hodge. 2002

163 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2a755fac791aca0f407ba10c988b98b453b0bc09

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Citations in the corpus

Positioning in mathematics education: revelations on an imported theory (2015, background): “First, perceived mathematics competence has more social “clout” than some other forms of competence (Cobb & Hodge, 2002; 2011).”
A Situated and Sociocultural Perspective on Bilingual Mathematics Learners (2002, background): “From this perspective, learning mathematics is described as participating in a community of practice (Cobb & Hodge, 2002/this issue; Forman, 1996; Lave & Wenger, 1991; Nasir, 2002/this issue), developing classroom sociomathematical norms (Cobb et al., 1993), and using multiple material, linguistic,…”
Culture, Identity, and Equity in the Mathematics Classroom (2010, background): “However, we have argued elsewhere ( Cobb & Hodge, 2002 ) that it is more useful to treat these broader and more enduring practices as aspects of a Discourse.”
Researching Race in Mathematics Education (2009, background): “…in the everyday contexts in which individual students must struggle for mathematics literacy and negotiate both their racial identities and their identities as doers of mathematics (e.g., Berry, 2003, 2005; Cobb & Hodge, 2002; Gutstein, 2003; Martin 2000, 2006a, 2006b, 2007; Stinson, 2004).”
Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda (2002, result): “I see these practices resembling those that are found in out-of-school learning (Addington & Lipka, 2000; Civil, 2000; Cobb & Hodge, 2002/this issue; Lave, 1988; Nasir, 2002/this issue; Nunes, Schliemann, & Carraher, 1993).”
Characteristics of Effective Teaching of Mathematics: A View from the West (2009, background): “Teachers are the most important resource for developing students‘ mathematical identities (Cobb & Hodge, 2002).”
Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds (2008, background): “Just as within the classroom, they worked to incorporate discourses that would, as Cobb and Hodge (2002) say, transcend the oppositional dichotomies that emerge between the official classroom script and the unofficial counterscript; they also narrated students’ movements between courses in ways th”
Cultivating Students' Discipline-Specific Dispositions as a Critical Goal for Pedagogy and Equity (2006, background): “Students’ development of increasingly positive dispositions is in turn linked to increased motivation for learning ( Cobb & Hodge, 2002 ), leading them to engage with classroom mathematical activities more deeply and more effectively (Ames & Archer, 1988).”
Robust and Fragile Mathematical Identities: A Framework for Exploring Racialized Experiences and High Achievement Among Black College Students (2015, background): “Mathematical Identity Within the past 15 years, the mathematics education literature has established the relevance of identity construction for mathematics learning and with regard to learning outcomes (e.g., Boaler & Greeno, 2000; Cobb & Hodge, 2002; Gutierrez & Rogoff, 2003).”
An interpretive scheme for analyzing the identities that students develop in mathematics classrooms (2009, background): “…prominent in the mathematics education research literature in recent years, particularly in analyses that are concerned with equity in students’ access to significant mathematical ideas (Abreu, 1995; Boaler, 2000, 2002; Cobb & Hodge, 2002; Gutstein, 2002a, 2002b; Nasir, 2002; Sfard, 2002).”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “For example, some have argued for a research focus on “how continuities and discontinuities between out-of-school and classroom practices play out in terms of access” (Cobb & Hodge, 2002, p. 252).”