Experiencing school mathematics : traditional and reform approaches to teaching and their impact on student learning

By Jo Boaler. 2002

402 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3024598d3c3edc0764117ae2b3ef7d5e1c26988e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Problem solving in the United States, 1970–2008: research and theory, practice and politics (2007, methodology): “Research on standards-based curricula (see, e.g., ARC Center, 2003; Boaler, 2002; Senk & Thompson, 2003) provided clear evidence of the impact of standards-based instruction.”
Urban Success: A Multidimensional Mathematics Approach with Equitable Outcomes (2006, background): “The students in traditional classes regarded mathematics as a set of procedures, and they believed that their role in class was to pay careful attention to the teacher’s presentation of procedures so that they could memorize them for later use.(5) The primary focus of traditional mathematics classes”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, methodology): “(Boaler, 2002a, p. 47).”
How Does Motivation Develop and Why Does It Change? Reframing Motivation Research (2008, background): “The teacher challenged them with “what does a good plan look like?” and “there must be some sense to it” (Boaler, 2002, pp. 61–62).”
Assessment and Innovation in Education (2009, background): “Boaler (2002) conducted a three-year study of mathematics programmes in two secondary schools in England.”
Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments (2005, background): “These individual and isolated efforts ultimately allowed the status-quo math curriculum and its affiliated problems of student disengagement (Boaler, 2002) to prevail at South High.”
Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children? (2007, background): “Emerging research in mathematics education addressing such questions is beginning to converge in ways that suggest identity-learning relationships are important considerations in mathematics teaching and learning (e.g., Boaler, 2002; Martin, 2000, 2006a, 2006b; Nasir, 2002; Stinson, 2004).”
Principles for designing mathematical tasks that enhance imitative and creative reasoning (2017, background): “Although there are important insights concerning how to provide good learning opportunities (NCTM 2000; Boaler 2002; Cobb et al. 2003; Niss 2003; Hiebert and Grouws 2007; Schoenfeld 2007, 2015; Stein et al. 2008), it is methodologically difficult to verify that the desirable learning outcomes resu”
Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom (2008, background): “The potential benefits of detracking are also well documented (e.g., Boaler, 2002; Boaler & Staples, in press; Burris, Heubert, & Levin, 2006).”
Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “knowledge, understanding ability as constructed through participation in certain kinds of mathematical practices (Boaler, 1997; Boaler & Greeno, 2000; Gresalfi, Martin, Hand, & Educ Stud Math (2015) 89:1–18 DOI 10.”
Authoritative, Accountable Positioning and Connected, General Knowing: Progressive Themes in Understanding Transfer (2006, background): “The combined effects of positioning and general knowing are evident in Boaler’s (2002) seminal study of mathematics teaching and learning in two English secondary schools.”