Problem Solving as a Means toward Mathematics for All: An Exploratory Look through a Class Lens

By S. Lubienski. 2000

283 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2c230d777439f43bb385da8d82721e281b691361

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Citations in the corpus

"Mathematics for All": How Do We Get There? (2001, background): “Lubienski (2000) offers perspectives on class issues related to mathematics education, and Jacobs (in press) offers perspectives on gender.”
Paying the Price for "Sugar and Spice": Shifting the Analytical Lens in Equity Research (2002, background): “analyses of different versions of 'reform' teaching (Cobb & Bauersfeld, 1995; Chazan & Ball, 1996; Gutiérrez, 1996, 1999; Boaler, 1997a, in press; Lubienski, 2000) we have become aware of the vastly different environments that may be created through slight variations in the practices of teaching.”
Research, Reform, and Equity in U.S. Mathematics Education (2002, background): “Again, see Lubienski (2000a) for more information.”
Using Everyday Knowledge of Decimals to Enhance Understanding (2001, background): “On the one hand, when the problems are too closely tied to students’ lives, then factors other than mathematical ones can determine how problems are solved (see Lubienski, 2000).”
Exploring the effects of project-based learning in secondary mathematics education (2016, background): “Further, the benefits of PBL for students of varied socio-cultural backgrounds, such as socio-economic status (SES), are widely debated (Boaler, 2002; Delpit, 1988; Lubienski, 2000).”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…forms of mathematics instruction, including reforms that deemphasize rote memorization and mastery of skills, argue that such reforms could exacerbate achievement gaps and fail to provide underserved populations with a solid mathematics foundation (Apple, 1992; Brantlinger, 2011; Lubienski, 2000).”
Organizational Resources in the Service of School-Wide Ambitious Teaching Practice (2011, background): “…until learners have mastered all relevant basic skills but should, all along the way, be connected with developing proficiency as it is defined in the world outside school (Knapp, Shields, & Turnbull, 1992; Lee, Smith, & Newmann, 2001; Lubienski, 2000; Newmann, Smith, Allensworth, & Bryk, 2001;).”
Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction (2013, background): “Tasks that embed mathematics problem solving in a scenario pose a challenge; it is unlikely that all students will be equally familiar with the scenario described in a task statement (Ball, Goffney, & Bass, 2005; Boaler, 2002; Lubienski, 2000; Silver, Smith, & Nelson, 1995; Tate, 1995).”
Teaching and Learning Mathematics for Social Justice in an Urban, Latino School (2003, result): “Lubienski (2000) and Boaler (1997, 1998) raised a related issue about workingclass students learning mathematics in ways more or less congruent with NCTM recommendations, but they differed in their findings.”
Learning opportunities from group discussions: warrants become the objects of debate (2008, background): “Lubienski (2000) notes that some students, particularly those with low-SES status, believe the purpose of discussion is to allow teachers to judge the students’ mathematical knowledge.”
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “…membership in particular communities creates conflicts or inconsistencies in engaging particular dispositions (Fordham & Ogbu, 1996; Nasir & Saxe, 2003), and (c) the ways in which current practices in particular settings might be inequitable (Boaler, 2002; Delpit, 1988; Lubienski, 2000, 2003).”