Identity, Goals, and Learning: Mathematics in Cultural Practice

By Na'ilah Suad Nasir. 2002

423 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3c581602381b81a205d843b2ff22ee4857a0edf2

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Citations in the corpus

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).”
Research, Reform, and Equity in U.S. Mathematics Education (2002, background): “This work is situated at the intersection of several areas of inquiry, including those involving culture and power, ethnicity and social class, and mathematics teaching and learning (see Gutiérrez, 2002/this issue; Nasir, 2002/this issue).”
Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “Sociocultural scholarship in mathematics has established the situated nature of mathematical knowledges, understanding ability as constructed through participation in certain kinds of mathematical practices (Boaler, 1997; Boaler & Greeno, 2000; Gresalfi, Martin, Hand & Greeno 2009; Nasir, 2002).”
From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics (2008, background): “…problems that arise are often practical or applied (Bell, Bricker, Lee, Reeve, & Zimmerman, 2006; Goldman, Martin, Pea, Booker, & Pilner, 2006; Stevens, Mertl, Levias, & McCarthy, 2006), and they arise as participants are seeking to solve bigger problems or reach broader goals (Nasir, 2000, 2002).”
Counter Narratives: Examining the Mathematics and Racial Identities of Black Boys who are Successful with School Mathematics (2011, background): “Nasir (2002) has looked at how African American males learn mathematics through out of school experiences and how those experiences help to facilitate the development of identities, goals, and learning.”
Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go? (2017, background): “She and other scholars have called for a more sociocultural approach to connecting students’ lived experiences to classroom pedagogy (Gutiérrez & Rogoff, 2003; Lee, 2007; Nasir, 2002).”
Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review (2017, positive): “Identity is a key theoretical construct, produced through participation in cultural contexts and practices [29].”
Researching Race in Mathematics Education (2009, background): “An emerging literature on African American student success in mathematics (Berry, 2003, 2005; Martin, 2000, 2006a, 2006b; Moody, 2001; Nasir, 2002; Stinson, 2004; Thompson & Lewis, 2005) is beginning to challenge the racial hierarchy of mathematics ability.”
Power, Identity, and Mathematical Practices Outside and Inside School (2013, background): “Research on the sociocultural aspects of mathematics learning has highlighted the importance of understanding mathematics as a cultural process (Lave, 1997; Nasir, 2002; Saxe, 1999), and has attended to the social processes underlying the teaching and learning of mathematics in classrooms (Yackel & ”
Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “…has been increasingly used for studying learning in the past two decades (Bishop, 2012; Boaler & Greeno, 2000; Cobb et al., 2009; Martin, 2006; Nasir, 2002; Polman & Miller, 2010; Sfard & Prusak, 2005; Wortham, 2005), the concept of identity itself is often not well defined (Sfard & Prusak,…”