A Clash of Social Class Cultures? Students' Experiences in a Discussion-Intensive Seventh-Grade Mathematics Classroom

By S. Lubienski. The Elementary school journal, 2000

96 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4d038e61f94a2c2dec4b5c79187473b2d227f096

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Citations in the corpus

Low-Performing Students and Teaching Fractions for Understanding: An Interactional Analysis (2003, background): “Similarly, in a study of students’ participation in a reformoriented seventh-grade mathematics classroom, Lubienski (2000) reported that students from poor and working class families (i.e., low-SES students) felt less confident about their contributions to mathematical discussions than students fr”
Research, Reform, and Equity in U.S. Mathematics Education (2002, background): “Again, see Lubienski (2000a) for more information.”
We Talk about It, but Do They Get It? (2002, background): “Seminal discourse work in the past (e.g., Gee, 1996; Heath, 1983; Walkerdine, 1988), as well as recent mathematics research (Lubienski, 2000), documents the linguistic conﬂicts between the middle-class expectations of schools and the sociocultural backgrounds of working-class students.”
The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students (2009, background): “Conversely, math and science curricula JANUARY 2009 are often taught through direct instruction in which the teacher presents information to students, who are receptive rather than interactive learners (Lubienski, 2000).”
Teachers’ Responses to Student Mistakes in Chinese and U.S. Mathematics Classrooms (2007, methodology): “After we placed all the statements in a single database, we coded each for themes regarding teachers’ beliefs and ideas about errors (e.g., Lubienski, 2000a, 2000b).”