Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds

By Ilana Seidel Horn. 2008

85 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/31d489640de5b5549c640a2579379be8694419fb

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Citations in the corpus

An interpretive scheme for analyzing the identities that students develop in mathematics classrooms (2009, background): “At the level of the school, Horn (2006) has made an important contribution to the literature on tracking by analyzing students’ trajectories through sequences of mathematics courses in two high schools.”
Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “…a sociocultural look at forms of participation in mathematical learning have often focused on students’ identities and the way those identities develop in relation to the classroom culture (Boaler & Greeno, 2000; Cobb, Gresalfi, & Hodge, 2009; Horn, 2008; Lim, 2008; Nasir, 2002; Solomon, 2009).”
“Nobody’s Rich and Nobody’s Poor … It Sounds Good, but It’s Actually Not”: Affluent Students Learning Mathematics and Social Justice (2014, background): “These different figured worlds can have a major impact on student learning, because figured worlds define “what it means to be successful, how such success might be positioned in interaction and over time” (Horn, 2008, p. 204).”
The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving (2016, unknown): “In mathematics classrooms, the jointly produced story-lines are largely organized around mathematical competence (e.g., Cobb, Gresalfi, & Hodge, 2009; Enyedy et al., 2008; Gresalfi, Martin, Hand, & Greeno, 2009; Hand, 2010; Horn, 2008; Turner, Dominguez, Maldonado, & Empson, 2013).”
"She's Always Been the Smart One. I've Always Been the Dumb One": Identities in the Mathematics Classroom (2012, background): “These more global contexts include membership in certain groups and communities, cultural structures, institutional discourses, and historical events and struggles spanning long periods of time (Erickson, 2004; Gee, 1990; Holland & Lave, 2001; Horn, 2008; Martin, 2000).”
The Role of School in Adolescents’ Identity Development. A Literature Review (2018, background): “And you can’t go on” (student quote in Horn, 2008, p. 220).”
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces (2013, background): “Mathematics classrooms in the United States can be seen as particular kinds of figured worlds (Boaler & Greeno, 2000; Horn, 2008; Jurow, 2005; Langer-Osuna, 2009), defined in part by tensions between the “traditional” and “Standards-based” approaches to teaching (Schoenfeld, 2004, 2007).”
Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, background): “The considerable research body on teaching and learning mathematics provides important evidence pointing to the need to engage students actively in their mathematics learning, both for students’ understanding of mathematics and for their identities and relationships with mathematics (Boaler & Greeno”