Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces

By Indigo Esmonde, Jennifer M. Langer-Osuna. 2013

174 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/433d56254b70f74efc467be504e8ed298eab97e5

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Citations in the corpus

Conceptualizing Perseverance in Problem Solving as Collective Enterprise (2017, background): “…research on peer collaboration, which argues a relationship between group dynamics and mathematical learning (Boaler, 2008; Cohen & Lotan, 2014; Esmonde & Langer-Osuna, 2013; Gresalfi, 2009; Sengupta-Irving, 2014; Sengupta-Irving & Enyedy, 2014), and problem solving in particular (DeBellis &…”
Unpacking the Male Superiority Myth and Masculinization of Mathematics at the Intersections: A Review of Research on Gender in Mathematics Education (2017, background): “Mathematics has been documented as a power-laden and masculinized academic domain (Esmonde, 2011; Esmonde & Langer-Osuna, 2013; Mendick, 2006).”
“Nobody’s Rich and Nobody’s Poor … It Sounds Good, but It’s Actually Not”: Affluent Students Learning Mathematics and Social Justice (2014, background): “For example, when the teacher’s back is turned, students can slip into the figured world of friendship and romance (Esmonde & Langer-Osuna, 2013).”
The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving (2016, background): “Yet, even in classroom explicitly designed to broaden conceptions of mathematical competence, individual students nevertheless develop very different positions of authority relative to one another (Esmonde & Langer-Osuna, 2013; Langer-Osuna, 2011; Wood, 2013).”
Positioning in mathematics education: revelations on an imported theory (2015, background): “Esmonde and Langer-Osuna (2013) included positionings at the levels of 102 (exchanges) and 109 (identities).”
Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “Studies examining the microinteractions between identity and mathematical learning have started to yield important insights into how the two interact (Boaler & Greeno, 2000; Esmonde & Langer-Osuna, 2013; Nasir, 2002).”
Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners (2016, background): “By focusing on friendship as a context of group work, the current research advances the discussion on social identities and power dynamics that influence student collaboration (Engle, Langer-Osuna, & McKinney de Royston, 2014; Esmonde & Langer-Osuna, 2013; Langer-Osuna, 2011).”